Lesson 2 Intermediate Data Collection
Contents
In an ABA program it is important to keep data of all targeted and mastered skills. Current targets are tracked on a program board, while mastered targets are often kept in a data book and/or on a mastered list. In the data book, the data is tracked on skill tracking sheets. Occasionally data may also be graphed, particularly when dealing with frequency or percentages (which is often the case for trial-by-trial data).
Skill Tracking Sheet
Skill Tracking Sheet: A skill tracking sheet tracks all targets from a specific program. It tracks the date each target was introduced and the date it was mastered. Typically the skill tracking sheet will list mastered, current and future targets. It also lists the general Sd and mastery criteria. Skill tracking sheets are useful because they make it possible for you to update the program board as soon as something is mastered, by summarizing all mastered, current and future targets for each program onto one sheet. See attached handout for a sample skill tracking sheet.
Mastering Targets
Mastering targets: Mastery criteria are based on the child’s learning history and ranges between 2-4 consecutive independent responses or a percentage. Mastery criteria are typically listed in the child’s treatment/behavior plan and/or on the Skill Tracking sheet. Once a target is added to the program board, record Intro date on Skill Tracking Sheet, Then you probe, teach and track the progress of that skill. As soon as mastery criterion is met, the target is removed from the program board and the Mast date recorded on the Skill Tracking Sheet). The next target can now be added.
Updating the Program Board
We always want to work on at least 2-3 targets for each program, so when one target is mastered, the next target is added. Most program boards are stored electronically. After recording the data and determining if anything is mastered, the mastered targets are removed, new targets are added (using skill tracking sheet as a guide) and the program board is saved. Occasionally, you will also have to move targets between operants.
ABLLS-R and Other Assessments
All programs and targets are based on skills in the child’s repertoire and skills the child needs to acquire and are taken from empirically supported guides. One such guide is The Assessment of Basic Language and Learning Skills (ABLLS). The ABLLS is often used in ABA programs and includes all verbal operants, basic academics, SLP and OT skills. The consultant uses the ABLLS (and when applicable other assessments) to develop the child’s program, program board and data book and the staff uses the treatment plan and data book to run the program and keep the program board up to date.
**Remember: The ABLLS and other assessments are only guides and should be used as such. Each child’s program should be based on these guides, but more importantly on skills and targets that are important and useful in the child’s life.
Gabrielle Trapenberg,MA,ABA/BCBA
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