Sep 2, 20183 min read

SpEd Daily Data Tracking

Finally got around to posting the system we'll be using this year in the new ABA classroom for tracking daily data for the students.

See the whole system here.

Process

I have been in the clinical ABA field for many years after beginning my career in special education. I recently left the clinical field to go back to the education field, and as I did so, I saw that there was a need for a system of tracking goal data that was not as, let’s say, “thorough” as we do in the clinical setting but perhaps more systematic and detailed than many teachers are familiar with in a special education setting. So I tried to create a system that was in-between the two. I use this system in lieu of full-page program sheets and line graphs to simplify the system for education staff who have to juggle many students at once in a day.

Data Tracker

A BCBA or teacher should modify and individualize these for each student. These sheets are the permanent tracking sheets that should be kept to evaluate progress over time. I keep them on the student’s clipboard on a day-to-day basis and then transfer them to the student’s binder when full. See the “Sample” pages below for an explanation of each component and how to fill it out.
I gather initial information from parents using a form like what can be found at here.
I keep all materials and reinforcers for each student in their own small box kept with their data binder and used each day.
I teach my staff to “teach outside the data squares.” In other words, they should always aim to complete at LEAST 5 trials of each goal/program, hopefully 10, for that gives us the most accurate data to analyze. However, even if staff complete 10 trials of a particular goal, they shouldn’t “put it away.” They should continue to intersperse practice on that skill whenever possible, both in a structured setting like discrete trial training and also during incidental opportunities like play and recess and specialists.
I don’t have mastery criteria listed on the Data Tracker because I teach my staff to assume it’s 4/5 opportunities across three data days and two staff members. If mastery criteria is different for a particular goal, it will be listed right there on the Data Tracker in that goal section. Mastery criteria can always be added, regardless, if that works for your students.
A variety of behavior tracking sheets can be found here. Some of these are good for tracking challenging behavior. Some of these are good for group instruction data, particularly when your student is in general education and you want some clear data on how they are doing to demonstrate to teachers and parents.

Daily Data

This sheet is to be filled out on a daily basis for each student. It is on the top of the clipboard, and the goals listed are “shortcuts” from the Data Tracker sheets. Staff can flip back to the Data Tracker (also on the clipboard) if they need specifics on the goal and how to run the program, but this sheet is for them to mark their daily data. At the end of the day, staff transfer the final daily “count” to the Data Tracker. Then, they can throw away this sheet (or wipe it if it’s laminated).
If more than one staff member takes data on the same goal in a day, they keep it on the same row. The last staff to work with each student at the end of the day transfers this data to the Data Tracker.
A word about taking data. There are generally two schools of thought when taking trial data. One is to take data on each response, including error correction. This method is more accurate and shows progress on a more specific, smaller scale. However, this method also requires a little more training and time to take that data. The other school of thought is to take data on the first time a trail is presented and take data on that first response as correct OR incorrect, but then institute an error correction procedure (but no data is taken on the error correction). I teach staff to use this method. I figure I really want to know if the student has the correct answer in their repertoire upon the first presentation of the stimulus, so I’m typically satisfied with counting correct responses only. To me, any prompted responses, no response, or incorrect response are all incorrect. So this is the method that is demonstrated in the sample data below. As always, use what works for you and your staff.

Here is a flowchart I use when teaching staff how to take trial data.