When setting up and running Early Intensive Behavioral Interventions (EIBI), also often called ABA-program, data collection is one of the essential carateristics of the program. But as I get to know more programs, more program providers and consultants I discover the innumerable data collection systems used in programs based on the same foundation.
This is somewhat not surprisingly as the core feature of these programs are the analysis of behavior, and by that the data collection should be adjusted to the behavior and the envorinment relevant to the childs needs and progress. But on the other hand it would be great if most programs had more common data collection systems, to promote collaboration, research and professional sharing.
In my pratice I collect different data, based on the skills taught at the moment, and the challenges I and the teachers and trainers experience at a particular moment in the EIBI-program. And here are some of the data I collect, and some thoughts on when to use which.
More global data.
I really think it´s important to collect the more global measures of the effect of EIBI, as they are done in reserach studies. Here I think all providers should collect data on cognitive development (IQ), adaptive functioning and autism severity. I know and experience in my every day work the difficulties in doing this properly. If the data is to be used in some kind of reserach it should of course be done by clinicans indipendent of the program, and that´s taking a lot of resources. Both fiscal and time.
The main reason for doing this is of course to ensure the quality of the program as a whole, comparing group results to other program providers. And of course this data will be useful for program development and further services for each child with autism.
Data on skill development.
The importance on keeping track of the child´s skill development are recoqnized by most, if not all, ABA professionals. But how this is best done, is subject to some discussion. Some use the various assessment tools and checklists developed in the field of EIBI, such as VB-MAPP, ABLLS-R, Leaf and McEachin´s check list etc. Others have their own systems, including various flow-charts. In my opinion there are advantages with both using a assessment tool and with keep track of skill development using a individualized flow-chart.
The main advantage with using a assessment tool to keep track of skill progress is the posibility to compare children, and by that evaluate the rate of progress. Some of the assessment tools has also been developed with a norm based on normal development, which can provide information about delay, and how much children are gaining compared to their peers. But these predefined assessment tools may miss some skills, as each child may need teaching and training i highly spesific skills not included in this tool. And of course this is the main advantage of flow-charts.
But as the different assessment tools haas defferent levels of task-analysis, and different definitions of skills, each tool has it’s own strenghts and weaknesses. I personally like the VB-MAPP, as it has as I se it a strong focus on the functional use of the skills taught. But I always keep a seperate flow-chart, as eaach child needs different levels of task-analysis and often VB-MAPP and other assessment tools does not cover all skills, as skills needed for the National Day (17.mai) here in Norw
Data on progress within sessions, on aquisition of each skill and on teacher/traner skills I will cover in next post….
Association for Behavior Analysis International has published the details for their 4th autism conference, witch is to take place in Chicago, IL Friday, January 22, – Sunday, January 24 2010.
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