Monday, July 29, 2013

Show Me the DATA Linky

I finally have the chance to participate in the Show Me the DATA linky that Jenn over at Crazy Speech World started.



Everyone has their own style of data.  I'm a firm believer that you simply have to find the right way for you.  I am so happy that Jenn started this so that you can get some ideas!!

First, I start a binder for every semester.  Here's one from this spring.  I have to have cute covers.  Plus, I think it helps me with motivation.


Like most people, I have a tab for each student.  It helps me keep everything straight.

As far as forms go, I have been using one I found awhile ago from Let's Talk Speech-Language Pathology.  Here's the form in action:



I put the date, the activity we're working on in the columns on the left.  In the data section, you'll see a bunch of numbers.  You're probably thinking "What the heck do those mean??"  I'm glad you asked!  I was taught NOT to use the + and - system.  You're probably thinking WHAT? WHY?   I know.  That's what I said that first day, too.  Let me show you what the numbers mean and maybe it'll start to make sense.

1= No response.
2= Response, but error
3=Correct with clinician cue
4=Correct without cue
5= Complete

The difference between 4 and 5 is this: 4 is correct but it is not as fully detailed as it could be.  5 is fully detailed.  For example, a 4 would be, "This is a toothbrush."  A 5 would be, "This is a toothbrush, and you can use it to clean your teeth."  Make sense?

NOTE: You can modify this to 0 through 4 if you wanted.

The reason I was taught to use this system is that it gives you way more information about a child's abilities than plus/minus can ever give you.  This system shows when they need a cue, that they're almost there but not quite, or that they have it.  I, of course, write what type of cue they needed in addition to these numbers.

I know that's so totally different than what most people do.  What do you think?  By the way- it's ok if you don't like it. It's just one way I was taught at school this year and want to know your thoughts!

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13 comments :

  1. Thanks for linking up Carissa!

    Jenn :)

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    1. Thanks for hosting it, Jenn! Loved this one :)

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  2. So, you just total up the numbers and divide to get a percentage? Hmmm. . . . I might have to give this system a try. I use check, circle check, minus, and circle minus. The circle just means there was some level of help given for that response. My students are used to this way but, given class grades are given on a 1-4 scale, i could adapt that to work in speech, too. Thanks for the idea!!

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    1. Yep, that's exactly how it works! I like your modified version of the +/- system! If you do try it, let me know how it works out for you. :) I'm still trying to determine if it's practical or not haha.

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  3. I like the system you use differentiating between correct responses and those requiring a cue. I agree that its important to make sure we differentiate so we know what scaffolding the child needs. I tend to keep more narrative notes jut b/c then I can write they types of cuing the child requires as I think there's a very big difference between requiring a simple hand cue for reminder of speech sound versus a hand cue, plus modeling, at segment level of speech production (for example). I think its very similar...just slightly different in how we collect data. I really like your explanation of your system and your examples...well done!!!! Thanks for sharing...I'll be adding this idea to my list to streamline my data as well :)

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    1. I agree that there are very different levels of cues. I like the system Stacy just wrote about below, which gives even more information. Ultimately, I think we will keep having to write some narrative data unless we want to adopt the 16-point PICA scale. But that seems a little overkill sometimes!

      Thanks for commenting! :)

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  4. I use essentially the same system, and I feel like it gives me a much more accurate picture of the student's skills on a goal than the old +/- system. I use a 5-point rating system as follows:
    5 = spontaneously/independently correct
    4 = student made an error, but self-corrected w/out SLP's help
    3 = Student identified correct response with no more than 1 or 2 cues/prompts from SLP
    2 = Student identified correct response with multiple (more than 2) cues/prompts from SLP
    1 = an approximate response (i.e. distortion of correct target or same semantic category)
    0 = incorrect response

    Total the numbers and divide by total possible (# of responses times 5), and you get the percentage correct. It took a while to get the hang of coding responses without having to think about it, but after you get used to it, you can usually code a response quickly, and you'll have a good idea of how the student is performing.

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    1. Oo I like your breakdown better. I may be adopting yours! Thanks so much for sharing! :)

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  5. I love this concept...I used to use plus/minus with half plus for cues required. This gives a better picture of the students true ability! I am going to try this scale for this school year! Thank you!! :)

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  6. Interesting system. Can you explain the difference between your #4 and #5?
    I've been using an expanded +/- system to include R (repeated prompt) or C (gave cue). For accuracy purposes, I count everything that's not a + as incorrect. So if they can't do it the first time on their own, it tells me they still need work on the skill.

    Karen
    AFVSLP

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    1. Sure! I know it's confusing, and it took me awhile to get it down at first. A 4 is correct but not fully detailed. It could also indicate a pause. For a 5, they give a fully detailed answer without pausing.

      For example, let's say they're describing someone's shirt.
      4- "It's a blue shirt." OR "It's a......blue shirt."
      5- "It's a short-sleeved, blue shirt with big, horizontal stripes."

      Does that make sense?

      I like your system though! It indicates the level they're at and what they need to be successful, and that's the goal!

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  7. Hi, I would love a copy of the form you are using. I cannot locate it on the link provided. Please let me know.
    Naomi

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    1. Hi Naomi-
      This form was created by Let's Talk Speech-Language Pathology a few years ago. It appears that that blog is no longer up. Because it's not my own form, I cannot forward it to you, due to potential copyright issues. Sorry I couldn't be of further help.

      Carissa

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