Using Picture Walk strategy to teach mod/severe students read and learn sight words.
Data Analysis
Recording of Syllabus Part 3 Capstone Plan:
3.H. Chapter 4
(3 points)
Describe how you propose to analyze effectiveness data. Specifically, describe:
___ will you put the data into a graphic display? Which kind: a line graph, or posted in the classroom so the student(s) will also see their progress, etc.?
___ present your hypothesis regarding effectiveness data. For example, are all students going to learn the same, or different? Why? Will you see growth/progress?
Conclusion
(2 points)
___ summary of anticipated (hoped) results, in one or two paragraphs. You can present these anticipated results as conclusions in a table, after describing them here. For example, maybe you anticipate that all students will learn at the same pace, by the end of the unit/semester/by Christmas if it is a Christmas project; however, maybe one or more students acquire the information at a different pace, you can describe how you will adjust your plan to meet their needs.
___Do not present new information. Use the Conclusion to articulate your main points with clarity; to reiterate, summarize, and perhaps re-sequence the anticipated results.
Discussion
(5 points)
___ what will you change or do differently as a result of your research in this course?
___ what did you learn about yourself as a teacher, student learning, teaching practices and/or other related professional issues?
___ state how findings of this investigation/ project will advance practice
___ describe how and where the study fits into the literature
___ identify future research questions (2-3) for yourself or other teachers, or other researchers, based on your hypothesis for this study. For example, what other studies might be conducted to enhance the evidence base with regard to this procedure or practice?
References
(5 points)
___ list all references used, in alphabetical order.
Appendices
(5 points)
___ list all appendices after references, using alphabetical letters: Appendix A, Appendix B, etc.
___ start each Appendix on the top of a new page
Appendix A
Data Collection Methods Summary
Data Collection Method What and How Notes
Event (frequency) recording The number of times a behavior (appropriate or inappropriate) occurs within a specified period of time. Period of time: hour(s), day, week.
Percentage recording Percentage is calculated by dividing the number of behaviors observed by the number of opportunities to perform that behavior. Used when a behavior can occur a FIXED number of times in an observation session rather than an undetermined number of times.
Rate recording A rate is expressed by the ratio of the number of behaviors divided by the unit of time: R = no./t (Rate = number/ time). Used to determine the frequency of a behavior and its relation to time, when the observation time of a session VARIES.
Interval (duration recording) An observational recording system in which an observation period is divided into a number of short intervals (no longer than 30 seconds).
The observer counts the number of intervals when the behavior occurs AT ANY TIME DURING the interval. The observer counts the number of intervals when the behavior occurs AT ANY TIME DURING the interval.
Latency recording Recording the amount of time between the presentation of the cue/stimulus and the initiation of a response. How fast we see/hear a response.
Time sampling recording An observational recording system in which an observation period is divided into equal intervals, of seconds or minutes, and the behavior recorded AT THE END OF EACH INTERVAL. The target behavior is observed & recorded AT THE END OF EACH INTERVAL.
Task analytic recording Task-analytic measurement focuses on a student’s performance on a sequence, or chain, of behaviors during teaching or during testing. You can record: +/- as steps are accomplished or not; level of prompting; steps performed only by the student.
Appendix B
Data Collection Sheet (Sample)
Data Collection Sheets: These are samples – modify as appropriate for your study or use different ones. At least one data collection sheet will be part of your Appendices (plural)/ Appendix (singular).
Data Collection Sheet for the CTD Procedure
Student __Wesley_______ Instructor _ _______
Date ___4-7-18_________ Session ____2___________
Start time ___9:00 am_______ End time ____9:30 am________
Task /Target Behavior __Tying Shoes_______________
Trial Stimulus/
Task Analysis
Delay Student Responding
Unprompted Correct Prompted Correct Unprompted Incorrect Prompted Incorrect No
Resp.
1 Tie Shoe 0-s x
2 0-s x
3 4-s x
4 4-s x
5 4-s x
6 4-s x
7 4-s x
8 4-s x
Number of each response type 1 2 2 2 1
Percent of each response type 12.5% 25% 25% 25% 12.5%
Key: x = occurrence
