Making Program Decisions
After data has been collected, an examination or analysis is made to see if the child is learning (making progress) or not. Based on this analysis, a program decision can be made.
In simplest form there are two options when making program decisions: either maintain the program as is, or change something. If the child is having difficulty with a certain skill or portion of a skill, it is important that we do not allow them to experience failure for extended periods of time. There are a number of changes that the consultant can make if a child is having problems on a skill.
- Materials
- Cue, positioning, presentation
- Criterion (too high or low)
- Reinforcement
- Task analysis
- Task objective
When making program changes it is important that only one change be made at a time so that the consultant can determine which change was effective.
Be sure to document changes that are made.
When the child is demonstrating progress or improvement:
- If the child is making progress but has not yet met the criteria for advancement to the next level of the task analysis -- maintain the program as is.
- If the child is making progress and has met the criteria for advancement - check the baseline and move to the level indicated.
When the child is NOT demonstrating progress or improvement:
- If the child does not demonstrate progress after a set period of time it is important that something be changed. Remember to change only one component at a time.
- You may want to discuss the program with specialists of other staff to determine what the problem might be.
- If you cannot determine the most likely problem, re-baseline the task analysis to see if you need to go back and re-teach at a previous level.
Following are key concepts that need to be kept in mind when collecting and analyzing data:
- Data collection and analysis should be an integral part of any program.
- Data allows the user to measure and monitor child progress as well as to make program decisions.
- We need to collect enough data to be meaningful and useful.
- Data is only useful when it is analyzed.
- There are 2 general decisions that can be made when we are analyzing data. You can either continue to run the program as is, or you can make some type of change.
- Do not allow the child to experience failure for extended periods of time. Change something....
