CFISD IEP Training Facilitator Resource This is a facilitator resource on data analysis and graphing. This resource is intended to help trainers prepare for their training session.

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Rather than sifting through data collection sheets that can get out of control, plotting these data on a simple line graph gives teachers an elegant and effective solution for interpreting outcomes for students. Overhead M3 – 9.1 According to Alberto and Troutman (2006) in Applied Behavior Analysis for Teachers, graphs serve at least three purposes: They organize data during the collection process. They allow personnel to evaluate the effectiveness of an intervention or strategy so that adjustments may be made if needed. They are powerful visuals for communicating information to teacher, parents, student and other related service personnel about behavior and interventions. What to Do with Data

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Let’s examine the basic components of a line graph: Axes - One horizontal line, the abscissa, and one vertical line, the ordinate, form boundaries where the data are plotted. Abscissa - The bottom boundary of the graph that is used for the frequency of the data collection, such as, days, dates or sessions. Ordinate - The left side, vertical boundary that is used to label the target behavior and the measure of its occurrence, such as, number correct per minute, percentage of intervals of talk, minutes on task, or time before initiation of task, for example. Data Point - A graphic that marks the occurrence of a target behavior during a session. It could be a dot, circle, triangle, square, etc, that is aligned vertically over the session by date, class, lesson, etc. Overhead M3 – 9.2a Graphing Basics

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Let’s examine the basic components of a line graph (continued): Baseline - The condition that records the level of occurrence of a behavior prior to any strategy to change it and is also considered the present level of performance or PLOP. Intervention - The condition that records the occurrence of a behavior after a strategy has been introduced to change the behavior. A dashed vertical line is drawn between the baseline and intervention conditions. Overhead M3 – 9.2b Graphing Basics

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Overhead M3 – 9.2c Graphing Basics Number of correct math problems Sessions in math (Abscissa) (Ordinate)

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Overhead M3 – 9.2d Graphing Basics (Dashed line denotes change in condition, such as a new strategy or intervention.) Number of correct math problems Sessions in math (Baseline)(Intervention) (Data point)

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Overhead M3 – 9.2e Graphing Basics The following slide illustrates how more than one shape can be plotted on a session to represent several students’ performances on that same session under the same conditions. This is useful for student comparisons.

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Overhead M3 – 9.2f Graphing Basics Number of correct math problems Sessions in math (Baseline)(Intervention) Key Jon Rick Sue

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Overhead M3 – 9.2g Graphing Basics The following slide illustrates how data points of multiple shapes can also represent one student’s performance under different conditions. This is useful for determining strategies or conditions that are most effective for a student.

©2006 LRP Publications; all rights reserved. Lifelines: Module Three Overhead M3 – 9.2h Graphing Basics Number of correct math problems Sessions in math Key for Jon Strategy 1 Strategy 2 Strategy 3