Data Collection

Adapted from FTF Behavioral Consulting.

Taking data on each student's progress is useful to understand what still needs to be taught and what has been mastered. 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 trial of the skill for the day. You will mark whether the trial was independent or prompted. If possible, make a tally under the open box for each teaching trial you administer that day. This tells you how many teaching opportunities were offered. Review the data after three data points 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. Additional data collection option.

PLS Tracking Sheet.pdf

Let's take data for the following children:

I call "Jerry" and he looks at me and says "yes." I respond with the feedback "Great job 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 say "yes." I respond with the feedback "when I call your name, look at me and say 'yes'. Lets try again!" I wait a few seconds and then repeat "Shaylyn." This time, she looks at me and says "yes." I respond with the feedback "Great job 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 say '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 say 'yes'. Let's try again later." I don't require Emma to respond in this initial trial, but I remember to practice the skill during snack time. I call "Emma" during snack time and she looks at me and says "yes." I respond with the feedback "Great job 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).

Next I call "Sam" who says "yes" but does not look up from his toy. I then get his attention by saying his name while tapping his shoulder to make sure he knows I'm talking to him. I give the feedback "when I call your name, look at me and say 'yes'. Lets try again!" I wait a few seconds and then repeat "Sam." This time he look sat me and says "yes".

Sam has a vertically split box next to his 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 he performed two trials of the skill).

Example:

Goal Summary Sheet

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

PLS Goal Summary Sheet

PLS Fidelity Checklist

Use this fidelity checklist to ensure that the PLS program is being implemented with fidelity and instructors are engaging in best practice.

Link to the full instructions for implementing PLS.

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