2. Table of Contents
Introduction Page 3
Challenge 1:
Do you take data across a session or just for speci4ic activities Page 4
within a session?
Challenge 2:
How do we take data and express it in a way that other
Page 5
professionals and families can understand it and actually use it?
Challenge 3:
How to take comprehensive qualitative and quantitative data on
Page 6
the same form without the form becoming visually cluttered?
Challenge 4:
How do you organize materials and ideas?
Page 19
Challenge 5:
Do you have any ideas or tricks for transcribing a language sample
Page 23
accurately in real time?
Challenge 6:
How do you manage and organize collaborations with other
Page 24
professional
Acknowledgements Page 29
2
3. Introduction
Hello Everyone!
Welcome to AllSpecialED’s 4irst e‐book, Tackling
Challenges in Data Collection and Organization. This
virtual Make & Take is a collection of ideas, suggestions
and materials for solving organizational and data
collection challenges in the classroom. The authors of
this masterpiece are members of the AllSpecialED
community. If you would like to learn more about them,
please click on their names to review their pro4iles. To
see or add to the complete discussion, click on the link
posted on the bottom of the page containing your topic
of interest.
Share the wisdom! We all ask the same questions, let’s
4ind solutions.
Best,
Joy and Colleen
Disclaimer
This e‐book is intended for educational purposes only. AllSpecialED does not receive any monetary gain from
the distribution of this e‐book. The ideas and materials presented in this e‐book originate from members of the
AllSpecialED community. AllSpecialED is not responsible for copyright infringements. By contributing to this e‐
book, members have veri4ied one the following:
• The ideas and materials are original work.
• The original author has provided written consent to share materials.
• Members have provided appropriate citations for adapted content.
You may download the content for scienti4ic or educational uses. You may not sell, reproduce, transmit,
distribute, perform or display such content for any commercial purpose without the express consent of
AllSpecialED.
3
4. Challenge 1:
Do you take data across a session or just for speci4ic activities within a session?
Solution(s):
jsimmons Says:
I have been struggling with this a lot lately. I have always been under the
impression that you need to/should take data for every single response within
every session, but recently have been hearing more and more of SLPs who
don't. They either pick a set time within the session to collect data, or they
collect it every other session, etc.. But with our kids I feel that one day or even
just one minute of any session they may do something I consider amazing and
should be documented. So I have been determined the past few weeks to take
all the data possible for every session, but realized that for a few students I am
needing to write non‐stop and taking away from my time with them! So I
started yesterday a new(ish) system of using more "short hand". I came up
with my own key for many common words I write.. borrowing some of them
from data sheets I have seen the past few years. For example, "Sw" ‐ Switch,
"PP" ‐ partial physical prompt, "PF" ‐ full physical prompt, etc. My list is
actually quite long, and I can type it up and attach it soon. I also have the time
criteria (e.g. within 20 s) as well as objectives either on top of the paper or
nearby. That way I know if I put a + then that means the student did the task
within the set time required to meet the objective. That does not mean they
did it within the level of prompting set by the objective ‐ I always write (with
my short hand!) what level of prompting they required. So far I have been
fairly successful with this.. but for some kids I am still writing a bit more than
necessary. Hopefully with time or better data sheets I will cut down my time
writing even further! In conclusion to your question, I am still pushing to take
data throughout sessions and not just within speci4ic activities. But I am very
curious what others do, too!
To view the complete discussion click here: http://allspecialed.com/Forums/
threads/428‐Do‐you‐take‐data‐across‐a‐session‐or‐just‐for‐speci4ic‐activities‐
within‐a‐session
Table of Contents
4
5. Challenge 2:
How do we take data and express it in a way that other professionals and families
can understand it and actually use it?
Solution(s):
!
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To view the complete discussion click here: http://allspecialed.com/Forums/
threads/426‐Top‐Problems‐with‐Organization‐and‐Data‐Collection‐in‐the‐
Classroom
Table of Contents
5
6. Challenge 3:
How to take comprehensive qualitative and quantitative data on the same form
without the form becoming visually cluttered?
Solution(s):
Joy Says: Here are some great data sheets a behavior specialist in my building was
kind enough to share. There are general data sheets, problem behavior tracking
tables, analyzing turn taking in games, tracking students ability to ask for help, and
an AABC Checklist Chart (Antecedent, Behavior Consequences). Enjoy!
See Below:
Here is the link to the complete discussion on ASE:
http://allspecialed.com/Forums/threads/430‐Various‐Behavior‐Data‐Tracking‐
Sheets
Table of Contents
6
14. Rena Replied: This data sheet can be used to keep track of selections made through
eye gaze and motivation for the choices made.
Eye Gaze Choices Data Sheet
Da Left Right Left Right Left Right
te
Top(1)
Top(1) Top(1)
(2) (3) (2) (3) (2) (3)
Bottom(4)
Bottom(4) Bottom(4)
ConQirmation Motivatio ConQirmati ConQirmati Motivatio
Eye gaze n on Motivatio on n
Y N Eye gaze n Eye gaze
Y N Y N Y N Y N
Y N
Top(1) Top(1) Top(1)
(2) (3) (2) (3) (2) (3)
Bottom(4) Bottom(4)
Bottom(4)
ConQirmation Motivatio ConQirmati ConQirmati Motivatio
Eye gaze n on Motivatio on n
Y N Eye gaze n Eye gaze
Y N Y N Y N Y N
Y N
Top(1) Top(1) Top(1)
(2) (3) (2) (3) (2) (3)
Bottom(4) Bottom(4) Bottom(4)
ConQirmation Motivatio ConQirmati ConQirmati Motivatio
Eye gaze n on Motivatio on n
Y N Eye gaze n Eye gaze
Y N Y N Y N Y N
Y N
To view the complete discussion on ASE click here: http://allspecialed.com/
Forums/threads/433‐Eye‐Gaze‐Data‐Sheet
Table of Contents
14
16. Joy Says: Here is a general data sheet I have used for tracking progress. I usually
copy and past my objectives from our district's online IEP system.
comments section. I found when working with small groups, which is more typical in my
current placement I was wasting time flipping through pages! It was too difficult to use
individual sheets when tracking data for 3+ students during their sessions. To solve this
dilemma I created a group data sheet where I can quickly record information on each
student on one given page. At a later time, I can then transfer data to their individual
sheets.
Click here for the link to the complete discussion on ASE:
http://allspecialed.com/Forums/threads/405‐General‐Data‐Sheet‐For‐Any‐Goal
Table of Contents
16
18. Alison G replied: I use shipping labels to collect data and make notes. Each sheet of
labels has 10 2x4" boxes so each student gets a label (or 2 or 3 if you're targeting
more than 1 objective) and then you can put your shipping label sheets on a pretty
clipboard (Like this one: http://tinyurl.com/9dcvkwg) and can have all your data on
one or 2 sheets for the day. At the end of the day remove your labels and place each
student's data where it belongs, whether you use binders, folders, etc.
At Staples the labels come in a box of 1000 or under 25 dollars...
Apps
Wee Talk Data Tracker Pro
Super Duper Data Tracker
Table of Contents
18
21. Colleen replied: If you are struggling with keeping your pictures organized so you
can 4ind them easily, I highly recommend using this Shoe Hanger AAC Picture
Organizational System. What is it? It is simply a clear sleeved shoe organizer, which
serves as a highly visual and clear way to separate, and organize AAC photos or
other materials.
We have labeled the sleeves to ensure that all pictures have a clearly expressed
home, and gotten similar hangers for many of our classrooms to facilitate easy use of
pictures during classroom activities.
You can buy them cheaply at Target:
h t t p : / / w w w. t a r g e t . c o m / s / c l e a r + h a n g i n g + s h o e + ra c k ?
ref=tgt_adv_XS000000&AFID=google&CPNG=furniture_shelving
+ b o o k c a s e s & a d g r o u p = s h o e + r a c k & L N M = C l e a r h a n g i n g s h o e
rack&MT=broad&LID=30p6092490&KID=489dcfe7‐25d4‐8669‐
baf9‐00006b5291ec
Click here for the complete discussion on ASE:
http://allspecialed.com/Forums/threads/412‐Shoe‐Hanger‐AAC‐Picture‐
Organizational‐System
Table of Contents
21
25. • Articulation
How speech sounds are made (e.g., children must learn how to produce the
"r" sound in order to say "rabbit" instead of "wabbit"). Can the student not
say certain sounds that make it dif4icult to understand him/her?
* If the child has articulation errors, please take a peek at the attached chart. It
shows that age range at which certain sounds are expected to develop. It may
help you in determining if the child has a true articulation problem or if the
errors are developmental at this time.
• Voice
Use of the vocal folds and breathing to produce sound (e.g., the voice can be
abused from overuse or misuse and can lead to hoarseness or loss of voice).
• Fluency
The rhythm of speech (e.g., does the student stutter? Does the student get
“stuck” when talking?)
Language is more of the content of what the child is saying (expressive) or
understanding (receptive):
• Vocabulary‐‐does the student have dif4iculty learning or using vocabulary
• Grammar—does the child speak or write with a lot of grammatical errors (i.e.
“me like that”)
• Listening—does the child have dif4iculty following directions?
• Comprehension—does the child have dif4iculty with reading comprehension
or listening comprehension?
• Does the child have dif4iculty constructing sentences that make sense in his
or her oral/written language?
• Does the child not understand what you are saying or reading?
Overall, this is just information to help guide you. I realize speech and language is
very complex, so my door is always open. If you have any questions or concerns,
please feel free to ask for my help. I’ve attached a brief form for you to 4ill out if you
have concerns about any particular child that you’d like for me to look at. It will help
to keep everything documented for the student’s 4ile.
25
26. Thanks a bunch,
Your name,
SLP
Teacher Referral Form for SpeechLanguage
Student’s Name: ____________________
Student DOB: ____________________
Referring teacher: __________________
Date of Referral: __________________
Parents names: _________________________
DRA: _________________________
Parent’s phone number: ______________________________
Teacher concerns (circle one): speech language
Please describe your speci4ic concerns:
(For Speech Department Use Only)
Observation Date: ___________________________________________
Date of Follow up with Parent and/or Teacher: ______________________
Observations:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
26
29. Acknowledgements
We would like to give special thanks to Lauren Ferrari,
M.S., CCC‐SLP and creator of Wee Talk Data Tracker Pro,
for joining our meet up group in Boston via Skype and
donating our awesome raf4le prize of a 1 year free
subscription Wee Talk! Her deep understanding of the
educator’s challenges regarding data collection and
organization helped guide our discussions and
understanding of potential solutions.
We would also like to thank all of our fantastic members
who contributed their thoughts, ideas, and materials to
this e‐book: Allison G, Anne, Aprinzi, Bonnie G, Elyse,
JoeNovak, JSimmons, Karen R, Lauren, Leah, Lois,
Maryanne, medagostino555 (Maryellen), Megan G,
Rena, Star4ish Therapies. Your contributions have
taught us so much and will certainly help many other
educators from around the world!
Happy Learning!
Sincerely Yours,
Colleen & Joy
29
