Data Collection

Taking data on each child's progress is useful to understand what still needs to be taught and what has been mastered.

PLS Tracking Sheet.pdf

The PLS Tracking Sheet serves as a guide for data collection.

A preschool classroom can get busy and data collection can seem time-consuming. This tracking sheet only requires you to collect data on the first teaching opportunity of the skill for the day. You will mark whether the teaching opportunity was independent or prompted.

If you want to keep track of the number of times the skill was presented, you can make a tally under the open box each time you present the skill that day. This tells you how many teaching opportunities were offered. Review the data after three days to determine whether each child is becoming more independent or continuing to require prompting. This informs your plans for reteaching or moving on to the next lesson.

Let's practice taking data

I call "Jerry" and he looks at me and responds "yes." I give him feedback "Thank you for listening and looking, Jerry!"

Jerry has a vertically split box next to his name in a data sheet. The top half has an I circled (the I stands for independent). The bottom half has one tally mark (since he performed one trial of the skill).

Next I call "Shaylyn" and she looks in my direction but does not respond "yes." I give the feedback "when I call your name, look at me and respond 'yes'. Lets try again!" I wait a few seconds and then repeat "Shaylyn." This time, she looks at me and responds "yes." I give the feedback "Thank you for listening and looking, Shaylyn!"

Shaylyn has a vertically split box next to her name in a data sheet. The top half has a P circled (the P stands for prompted). The bottom half has two tally marks (since she performed two trials of the skill).

Next I call "Emma" and she does not look at me or respond with "yes." I then get her attention by saying her name while tapping her shoulder to make sure she knows I'm talking to her. I give the feedback "when I call your name, look at me and respond 'yes'. Lets try again!" I wait a few seconds and then repeat "Emma." Emma still does not look at me or say yes. I remind her "when I call your name, look at me and indicate 'yes'. Let's try again later." I don't ask Emma to try again, but I remember to practice the skill during snack time. I call "Emma" during snack time and she looks at me and responds "yes." I give the feedback "Thank you for listening and looking, Emma!"

Emma has a vertically split box next to her name in a data sheet. The top half has a P circled (the P stands for prompted). The bottom half has three tally marks (since she performed tree trials of the skill).

Example data:

Additional Tools

PLS Fidelity Checklist

Use this fidelity checklist to ensure that the PLS program is implemented as intended and instructors are using recommended practices.

Goal Summary Sheet

Use this goal summary sheet to collect data on individual child progress and track the skills the child has mastered. This data sheet is also useful for identifying skills to target in booster teachings.

PLS Fidelity Checklist

PLS Goal Summary Sheet

Activity_Datasheet.pdf

Group Activity Datasheet

Use this group activity datasheet to collect data on student participation and skill use during group activities.

Group Activity Datasheet adapted from FTF Behavioral Consulting.

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