Data Collection
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What data collection methods were selected?
There were several methods of data collection used throughout the implementation of the We Thinkers! curriculum. Baseline data was composed of major/minor behavioral referral forms, classroom behavioral incident tallies, specific behavior plan data for two students, student self-rating scales, and two teacher-completed self-regulation rating scales. Major/minor behavioral referral forms, classroom behavioral incident tallies, and specific behavior plan data were collected throughout the entirety of the intervention. Students and teachers completed the same rating scales for the post-assessments.
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Major/minor behavior forms document minor problem behaviors (refusal to follow directions, disrespect, lying, unpreparedness, destruction of property - minor, inappropriate language - minor, physical contact, and theft - minor), major problem behaviors (chronic minor infractions, leaving the designated area, fleeing from teachers, weapons/drugs, destruction of property - major, inappropriate language - major, physical aggression to people/property, theft - major), possible motivation (attention from peers, attention from adults, avoidance of work/activity, obtain an item/activity, avoid peers, avoid adults, sensory management), and the action taken as a result of the behaviors. Classroom incident tallies record the behavioral instances that can be managed within the classroom and are not significant enough for a major/minor behavior form. The classroom incident tallies record the date of the incident, the student's name, the behavior displayed, and the consequence received within the classroom. Behavior plan data is measured through students' daily success sheets which record the percentages that students were able to follow directions and able to maintain a safe, appropriate body. The comments section of the daily success sheet was used to record instances of physical aggression towards people, physical aggression towards property, leaving the designated space, and using inappropriate language or actions.
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The student self-rating scales assessed students' perceptions of their ability to succeed at school, knowing what they need to do to be successful at school, how being angry, tired, sad, or silly impacted their ability to focus, and their ability to get along with and problem-solve with their peers. Students rated themselves as 1 - NO WAY!, 2 - A little bit/kind of, 3 - Sometimes, 4 - Most of the time, 5 - YES, definitely!. The teacher-completed self-regulation rating scale assessed students' abilities to communicate their wants, needs, and feelings clearly, recognize emotions in themselves and others, accept changes in routines and plans, and know how and when to negotiate as opposed to advocate for themselves. The teacher-completed Zones of Regulation rating scale assessed students' understanding of how their actions and behaviors affect those around them, how to modify their behavior when it is impacting others, if they respond appropriately to the emotions of others, and how they express emotions themselves.
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Why were these data collection methods selected?
These data collection methods were selected as they measured data both objectively and subjectively for a full picture of student growth. Objective data was collected through instance tallies, major/minor behavior referral forms, and behavior chart data. Students' self-perceptions and understanding of their growth was measured through the completion and comparison of the self-rating scale. Teachers also completed a rating scale to be compared for a more subjective understanding of student growth.
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How were decisions made? How was learning tracked?
These data collection methods addressed diverse learning needs as they measured well-rounded growth and successes through qualitative and quantitative data sets. The thoroughness and variety of the rating-scale questions was appropriate for working with this group of students as some students were working on advocating for themselves in undesirable situations, some students were working on maintaining emotional control without becoming physically aggressive towards others, while other students were working on applying general problem-solving skills without shutting down and becoming frustrated.
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All 15 students who completed this intervention benefit from We Thinkers! in different ways. Students on specific behavior plans benefit from this data collected as it can be specifically used to modify and work through their individualized education plan goals. Four students who participated in this intervention were being discussed and watched for potential special education verification. The data collected for these individual students is beneficial for their individualized education plan baseline data as well as when formulating appropriate behavioral goals for potential specific behavior plans.
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Examples of Data Collection Methods:
