Data Analysis

Data Collection Methods

TCIT PRIDE SKILLS.mov

Analyzing Data through Coaching

In alignment with the TCIT program, weekly meetings were set up to review the data collected by the coach. The data collected would allow the teacher to evaluate what TCIT skills were being used at a proficient or mastery level and what skills needed more attention. The meeting would also allow the teacher and coach to analyze and determine how to move forward and set goals for the week. Another impact of the coaching meeting was self-reflection. When reviewing the data with the coach, the teacher was able to strategically plan how to interact and respond when working with students. The goal setting allowed the teacher to focus on, plan for, and practice PRIDE skills during the week, and the process repeated with the coach coming in and collecting data to determine the progress being made by the teacher.

Teacher use of PRIDE skills

The data chart on the left shows the overall growth of the teacher from the start of initiating TCIT to the most frequent coaching observation. The chart shows the use of behavioral description, reflections, labeled praise and the combined use of all three being demonstrated in the classroom. The data shows an upward trend of the teacher being able to offer each student the chance to hear and experience the use of positive praise and positive reinforcement in the classroom.

The chart on the right shows the number of minor behavior referrals per day, each month of the year. The teacher documents minor behaviors on a log for a month, the data is then put into SWIS (school wide information system) which is a data tool used by PBiS. The referrals were trending upward in January and February, with 27 and 29 referrals respectively. However, all of that referral data describes the behavioral patterns of one individual student who is now receiving additional, individualized Tier III supports. Prior to the implementation of TCIT, 27 of the 155 referrals came from other students in the classroom while, 128 came from one individual student. After the implementation of TCIT, no additional students received minor referrals.

Monthly Minor Referrals

Data Analysis

Data Analysis of Student Charts

The two data charts on the right show students who have been identified as Tier II for behavioral challenges. In student A's chart, the data shows how many referrals the student would receive each day in one month's time. Student A would receive an average of approximately one referral every two days. Once TCIT was implemented the student's undesired behaviors diminished completely. However the use of TCIT is not always successful for all students, which can be seen in the second chart (bottom, right). The data shows that the Tier II interventions were unsuccessful and the need for a Tier III individualized behavioral intervention plan was necessary.

Student A ( minor behavioral referrals)

Student B (minor behavioral referrals)

TCIT Data Collection

SWIS Data Collection (Monthly Referrals)

T-Test Results

A paired-samples t-test was conducted to determine the effect of the use of TCIT (Teacher, Child, Interaction, Training-Universal) implementation in the classroom would decrease the impulsive negative actions and behaviors from identified tier II students. There was a significant difference in the scores prior to implementing TCIT strategies (M=4, SD=2.92) and after implementing (M=13, SD=7.84) TCIT; t(4)=2.92, p =0.0615. The observed effect size is large (1.46). This indicates that the magnitude of the difference between the average and μ0 is large.These results suggest that the use of TCIT had a positive effect on decreasing impulsive negative actions and behaviors. Specifically, the results suggest that the use of TCIT improved the behaviors in the classroom.

Triangulation of Data

The three methods of data collection created a complete picture of the impact TCIT had on the behavioral concerns of the tier two students and the class as a whole. Weekly meetings with the TCIT coach allowed me to reflect on my behavioral management strategies and set goals for myself for the following week. The coach collected data to show growth each week. The SWIS data collections allowed me to see the effectiveness of TCIT with my tier II students. I was able to determine the needs of the students through the use of TCIT by being intentional in my conversations and listen to each students response. The use of individual behavioral sheets allowed me to track the data for each individual. One data sheet showed that the Tier II interventions were unsuccessful for one student and the need for a Tier III individualized behavioral intervention plan was necessary. The use of individualized data sheets did show that the use of TCIT was successful for one student and the use of tracking the individual behaviors were no longer necessary. Without these data points, I would not have been able to assess the class progress or make the data driven decisions to improve overall behaviors in the classroom. By analyzing the quantitative and qualitative data points, I can conclude that the use of TCIT improved student behaviors in the classroom.

Remaining Questions

Does TCIT have similar results in grade levels outside of primary grades (Pre-K through Second grade)?
Can TCIT data be used as evidence for data needed to justify a behavioral intervention plan?

Strengths

TCIT has become a natural response for the teacher, resulting in a more positive classroom environment
TCIT has met the emotional and social needs of each student in the classroom
TCIT has allowed for the teacher to self-reflect on teaching practices
TCIT has helped to gain additional support for a student who did not respond to the intervention

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