Data in NET

[Guest guest]

I have been undecided on whether taking data in NET has value, at

least greater value than the time and effort it takes from teaching.

We currently take data on every mand (reinforcers manded, vocal

sounds associated to mands, prompt or spontaneous, independent eye

contact, etc) as well as data on echoic trials, and lastly trial by

trial data at the table.

Can anyone please share their experiences and opinions on how you

measure success of NET? What do you measure, if anything?

We have tested with our team over the last week eliminating data in

NET, all have commented that spontaneity and fluency for teaching is

much better without data. There is no " break " in engagement with the

child and the activity but I am hesitant to lose the measurement of

what/how things are worked in NET.

Thoughts/comments?

a

[Guest guest]

Reg Reynolds

Collect " probe " data. That is, check every morning to see what has been

learned/remembered from previously-taught objectives. If you don't

check to see what has been learned, you won't know what has been learned.

> From: " recoverbrooke " <vsommer@...>

>Subject: Data in NET

>

>I have been undecided on whether taking data in NET has value, at

>least greater value than the time and effort it takes from teaching.

>

>We currently take data on every mand (reinforcers manded, vocal

>sounds associated to mands, prompt or spontaneous, independent eye

>contact, etc) as well as data on echoic trials, and lastly trial by

>trial data at the table.

>

>Can anyone please share their experiences and opinions on how you

>measure success of NET? What do you measure, if anything?

>We have tested with our team over the last week eliminating data in

>NET, all have commented that spontaneity and fluency for teaching is

>much better without data. There is no " break " in engagement with the

>child and the activity but I am hesitant to lose the measurement of

>what/how things are worked in NET.

>Thoughts/comments?

>

>a

>

[Guest guest]

On Aug 24, 2005, at 12:18 PM, wrote:

> Can anyone please share their experiences and opinions on how you

> measure success of NET? What do you measure, if anything?

> We have tested with our team over the last week eliminating data in

> NET, all have commented that spontaneity and fluency for teaching is

> much better without data. There is no " break " in engagement with the

> child and the activity but I am hesitant to lose the measurement of

> what/how things are worked in NET.

> Thoughts/comments?

>

> a

a,

We took data in the NET by having the teachers record their impressions

after the session on how much (what level) of prompting was needed.

Data taking in the NET on the fly is disruptive to teaching. If you

don't trust your teacher's impressions, you could record the session

and go back over it a few days in a row to see if they're impressions

are accurate. Remember, taking data isn't teaching. It's just marking

how well you are doing. It shouldn't get in the way. Trial by trial

data at the table is cumbersome too. I would avoid doing that.

Whenever possible, we found a way to just teach, and record data at the

end of the session by either collecting each pile of cards into Learned

and Unlearned piles. In essence, never let the data be intrusive.

Spinning your wheels with cumbersome data just fools you into thinking

you are doing something, when you really may just be wasting your time.

Use probe data whenever you can. Best of luck.

t Burk

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