SEPTEMBER 11, 2001
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following statements come from the Problem Analysis Worksheet developed by
Leslie J. Farlow
and Martha E. Snell
(from the short but excellent, Making the Most of Student Performance Data,
American Association on Mental Retardation, 1994). After reading each
statement, the teacher would either note that the statement is true of her data,
or that she needs more data. Each of these statements cause the teacher to
examine a different aspect of her data collection. Click on the button at
left corresponding to the statement for a brief discussion of the issue
involved.
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Student performance is related to
medication schedules
-
Student has experienced a temporary
environmental change/problem/stress
-
The data may not be reliable
-
The staff are not implementing the
program reliably
-
The trend or level of variability has
changed since the last review
-
The student used to perform the skill
at higher levels
-
The data pattern indicates that
variability is random
-
The data pattern indicates that
variability is cyclical
-
Test data conflict with instructional
data
-
Test scores tend to be greater than
instructional scores
-
Errors typically occur on the same
step(s) of the task analysis
-
The student is not showing progress on
the prompt levels
-
Errors typically occur on the first
trials of the day or session
-
Errors typically occur on the latter
trials of the day or session
-
Errors are setting or staff specific
-
The student does not attempt the task
-
The student does not attend to the cues
-
The student is receiving reinforcement
for incorrect performance
-
The student exhibits similar problems
in other programs
-
The student is noncompliant with the
programs
-
Interfering behaviors are present
-
Problem behaviors are staying the same
or increasing
-
The program does not facilitate access
to interaction with peers
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