We data that is collected should be SHARED with the educational team.
It is critical to record the data in a CLEAR, understandable, and useful way.
Data collection and monitoring needs to be REPEATED to tell how often the behaviors occur, how long they last, or how strong they are.
The types of measurements you make to record information about students’ behavior can relate more or less directly to academics. For example, the identification of an object on the desk was an academic task. Duration of listening was indirectly related to academics: students need to pay attention in order to learn. The tantrum was less directly related to academics—but it certainly interrupted academic learning.
The table below lists some behaviors and can you chart how we would look to collect data around them including? Mark whether we would be looking for frequency, duration or intensity of behavior.
Table: Different Kinds of Behavior as Related to Academics
|The frequency with which a student reverses b’s and d’s in a writing assignment
|The frequency with which a student gets an 80% correct or better on daily math assignments
|The length of a students’ oral response to a question posed by the teacher
|The duration of a student’s silent reading
|The proportion of times the student opens a book right-side up
|The intensity of a student’ negative reaction to academic feedback
|The proportion of time the student spends on-task rather than off-task
|The frequency with which a student interrupts class discussions with irrelevant outbursts
|The duration of a student’s head-banging
|The intensity of a student’s tantrum