Recording Data.

The type of data that you will collect in your setting will depend on what information you are looking for.

• Correct and Incorrect (X and O's). The simplest type of data to collect. If the child responds correctly at the targeted level, an "X" is recorded. If the child did not perform the skill at the targeted level, an "O" is recorded. This type of data is easiest to record and update since there is little judgment involved.
• Levels of Assistance. As the child performs the skill, the staff records the level of assistance needed by the child to perform the skill (i.e., independent, prompt, model, gesture, indirect cue, etc.). This format requires more judgement and is more difficult to make program decisions.
• Anecdotal. The staff writes down in narrative form what they see the child doing. This type of data serves best when observing behaviors. It is also difficult to make program decisions based on narrative information.
• Frequency. Staff records how often a skill or behavior occurs. For example, the child has ten tantrums in a day.
• Duration. Staff records how long a skill or behavior occurs. For example, a child's tantrums last an average of 30 seconds in length.
• Percentage. Specifies how often a skill or behavior occurs out of how often it could occur. For example, the child was asked to do something ten times and did it two times or 20% of the time.
• Time sample. How often or does a skill or behavior occur in a specified time sample. This method is particularly practical for high frequency behaviors. For example, the child used 25 bad words in a ten minute time sample.