Mistakes in Data Collection

Today Shaneh Raymer shares some information from a PD she attended this summer:

This summer I attended a course during the SLP summit.  For those of you who are not familiar with SLP summit, it is a virtual convention of sorts.  They offer a variety of classes that you can attend live online or watch afterward.  You can use these for CEUs for your license!  Best of all it is *FREE*.   I believe they will be offering another one this Winter so if you need CEU hours check it out!   I attended a course entitled “ Mistakes in Data Collection”  Melissa asked me to share what I learned so, here we go…..

To be honest, most of the information was “ common sense”  but is always a good reminder.  Also as a part of the disclosure the presenters were hoping to sell their product “ SLP toolkit”.   I believe this is an online program to organize goals / data.  Luckily, we already have that with our Edplan

Here are the “mistakes”  that were discussed:

Not taking data.

The first thing they address was that we need to take data!   When doing good therapy this can be difficult.  But, without it we cannot assess effectiveness of  our treatment.   They suggest 50 responses per session.  I think for artic it is certainly possible but probably not for most language tasks!    It was suggested  that when you take data to take it quickly at the beginning of the session.  It is hard to take data during the actual  therapy time when you are teaching , and managing the group.

Not Reflecting  on Data

So, now that you have taken data, actually look at it and see what it means.   They remind us to not only pay attention to percentages towards progress with goals but also the type and amount of cueing we use to achieve that percentage.   I usually try to include the activity that we did in therapy.  When I look back I can see if they did better with a book, computer activity etc.

Not creating measureable objectives

These presenters stressed to “ avoid the mega goal”.   We all want to keep our number of benchmarks manageable but when we put too many concepts into one goal, it is impossible to take data!  If we are taking data on several sounds or concepts our data can be skewed.

Make sure it works for you

Make sure that however you take data that it works for you.  If you come up with a system that is compatible with your style you are actually more likely to take the needed data.

One other point that was mentioned is using criterion referenced test as part of data collection.  Just as a refresher, “Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.”   You would get a baseline score and then have them take it again at a later point to measure their progress.

I am not familiar with any personally.   But, I think they could be a great tool for older students  ( my caseload is preschool)   and a good way to show progress to  parents and teachers.

SLP summit is a great way to earn some extra hours for CEU credit , check it out if you need hours!

Thanks Shaneh!

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2 thoughts on “Mistakes in Data Collection

  1. Abby Ramser says:

    Thanks for that Shaneh! I always need that push to focus on getting data frequently during sessions and it makes sense to do it at the beginning of the session.

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