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Reporting Progress

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Page 1: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Reporting Progress

Page 2: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Creating Skills that Can Be Measured

• Many of the skills involved gross motor, fine motor, or communication skills

• Use your team to identify measurable skills

Creating Skills That Can Be Measured

Page 3: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

• Functional Gross Motor Skills for Classroom and School

• Functional Arm and Hand Activities

• Stepping Stones for Communication

• Cognitive Stepping Stones

Page 4: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Reporting Progress

• Need to know if strategies are working and if student is ready to move to a more advanced skill

• Important to recognize success

• Progress is often slow; skills may take a long time to develop

Page 5: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

What to Measure?

• Will the information collected reveal useful or meaningful information?

• Does it tell us how the student is doing in terms of acquiring a specific skill?

• Is the method of data collection practical?

• Who is responsible for collecting the data?

• Who is responsible for analyzing the data?

Page 6: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

What to Measure?

• Measure what you teach!

Page 7: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

When to Measure?

• Within meaningful routines

• Periodically through-out the term

Page 8: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

How to Measure?

• Degree of Active Participation• Frequency of the Skill• Accuracy of the Skill• Appropriateness of the Skill• Duration of the Skill• Latency of the Skill• Generalization of the Skill

Page 9: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Degree of Active Participation

• Objective is to increase the student’s level of independence with the skill

• Decrease the Amount of Prompting Required

• Prompt levels

• Measure degree of success at a certain prompt level

Page 10: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Degree of Active ParticipationMeasurement Form

Take data over numerous days because performance can fluctuate

Levels of Prompts:1. Independent2. Non-Verbal (Eye contact)3. Verbal only4. Physical only (helping hand)5. Verbal and Physical6. Verbal & Hand over Hand (Full Support)

Page 11: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Examples of Measureable Active Participation Skills

• The student will activate a single switch to play music with a verbal prompt only.

• The student will make a choice between two objects by touching object, with no more that a physical prompt, five times per session.

• The student kicks a ball to a buddy.

Page 12: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Frequency of the Skill

• How often does the student perform the target objective?

Page 13: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Frequency of Behaviour/Skill

Day/D ate DuringWhichActivity/Routine

Count(howmanytimes?)

Page 14: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Examples of Frequency of Behaviour or Skill Measurement

• The student will make a choice for an activity using pictures 5 times per session, by the end of the term.

• The student will push the wheelchair door button on own twice a day.

• The student moves from sitting to standing on her own 3 times a day.

Page 15: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Accuracy of the Skill/Behaviour

• How precisely does the student perform the behaviour?

Page 16: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Student Accuracy Measurement Form

Measuring Accuracy:

√ Correct response or actionx Incorrect Response0 No Response∆ Responded at wrong time

Page 17: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Accuracy Measurement FormDay/Date

DuringWhichActivity orRoutine

Results

___Total Opportun___ Resp___Resp___No res___Resp whenshouldn’t have

Page 18: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Examples of Accuracy

• The student will “announce’ the next activity, by pointing to picture symbols on the classroom picture schedule, with 80% accuracy, by the end of the term.

• The student will hold her cup with one hand and pour juice into it, without spilling

• The student leans forward to help get her jacket off.

Page 19: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Appropriateness of the Skill

• Does the student demonstrate the desired behaviour in appropriate situations

Page 20: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Appropriateness of Behaviour Measurement Form

Date Activity/Routine

Results

__ Total Opport__ Approp.Responses__ Inappr.ResponsesDescribe:

__ N Resp

Page 21: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Examples of Appropriate Behaviour

• The student will respond to greetings by smiling and/or quiet vocalization.

• The student walks safely and independently in the hallways.

• The student uses a bingo dauber on paper (rather than put in his mouth).

Page 22: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Duration of the Skill

• How long does the student engage appropriately in the desired behaviour?

Page 23: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Duration of Skill Performance Measurement Form

Date: DuringWhichroutine/Activity

Length ofTime

Page 24: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Examples of Duration of Performance

• How long does the student hold onto a spoon during lunch?

• How long can the student keep his head up during buddy reading?

• How long can the student brush her hair independently?

Page 25: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Latency of the Skill

• How long does it take before the student responds?

Page 26: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Latency of Skill Measurement Form

Date Activity Responds within ___

Seconds (Y/N)

Page 27: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Examples of Latency of Skill

• Length of time it takes to activate a switch

• Length of time it takes to answer a yes/no question

• Length of time it takes to access a symbol on a communication board

• Length of time it takes to follow a direction (e.g., “lift your arms up”)

Page 28: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Generalization of the Skill

• Demonstrates the same skill to new people?

• Demonstrates the skill in new situations?

• Demonstrates the skill with new objects?

• Independently demonstrates the skill in functional settings?

Page 29: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Assessing Skill GeneralizationNewPeople

NewSituats

Decr.PromptNeed

NewObjectsInvolv.InActiv/Rout.

Page 30: Reporting Progress. Creating Skills that Can Be Measured Many of the skills involved gross motor, fine motor, or communication skills Use your team to

Examples of Assessing Skill Generalization

• Using natural gestures, signs, picture symbols and/or voice output, the student will communicate with five new people, expressing a total of five different communicative intents (including responding to questions, greetings, making choices, requesting “more”, and making comments) by the end of the term.


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