A variety of data collection strategies can be implemented within the inclusive early childhood program. Those strategies include: 1) observational data, 2) rating scales, 3) permanent products, and 4) anecdotal notes (Bricker & Cripe, 1992). There is no one right approach for collecting data. Rather, each individual team will need to look at the availability of time for data collection as well as the type of information that is desired. By discussing data collection during team meetings, issues such as what information is needed, when it will be collected, and who will be responsible can be resolved, and from that interaction specific data collection procedures can be developed.

Observational data involves observing the child during specified periods of the day and recording information which targets the child's IFSP/IEP goals and objectives. Matrices are an excellent form of observational data collection (see chapter 7 appendix). The child's objectives are listed and the classroom schedule is included as well. The matrix serves as a constant reminder to the person working with the child that objectives are best addressed during ongoing activities throughout the classroom day. Another simple manner in which to collect observational data is to simply have a blank piece of paper handy. Classroom staff can jot notes and information as the child is being observed during classroom activities. Data taken in this manner requires that the staff be familiar with and understand the goals and objectives of the child as well as understand the concept of embedding objectives within ongoing classroom activities (Read more about child's observation in our Guidelines).

Rating scales are a type of data collection that are simple to use within the classroom setting (see chapter 7 appendix). Rating scales focus on whether or not a specified behavior occurred or the level of assistance a child needs to perform a particular behavior (Bricker & Cripe, 1992). For example, information collected on a rating scale system might include the amount of prompting required to get a child to come to large group time (no assistance, gestures or visual cues, verbal prompts, or physical prompts). A tally system might be utilized to record the number of times a child engages in a particular behavior. Rating scales are best utilized if they are readily accessible to the staff when and where the data collection is needed. For example, a rating system data sheet would be best located in the bathroom for monitoring a child's success during toilet training (see toileting data example). Data sheets can be posted in an inconspicuous place, kept on a clip board or in a notebook, or attached to one's clothing. When working with a child with disabilities in an inclusive setting, it is important to remember to gather information in a manner which is not obtrusive, does not set the child apart from the other children, and does not violate their privacy.

The use of permanent products is also another effective manner in which to gather information regarding child progress. Permanent products can take on several forms, from videotapes and audio tapes to examples of art projects (Bricker & Cripe, 1992). Videotapes are an excellent manner in which to reflect change over a period of time. For example, videotapes of a child's behavior at the beginning of the year can be compared to tapes made later in the year to reflect improvement in behavior. Videotapes are also a great tool when transitioning a child from one program to another, especially when time does not permit the receiving staff to observe the child in the previous setting! Photographs can also document child progress. For example, taking photographs of a child's block structures made during free play can reflect the progression from building simple structures to more complex structures (and children love to see photographs of their work). Activities in which children cut out shapes, draw on the line, follow the path with a marker, and so on, are examples of products one might save to reflect progress in the area of fine motor skills. Even photocopies of children's work can be made to keep for the files if the children are adamant about taking their work home.

Anecdotal records are also a means of recording the progress a child is making within the inclusive early childhood program. Anecdotal records are the recording of events or activities (from the perception of the individual working with the child) that are usually written later in the day from memory (Bricker & Cripe, 1992). Anecdotal data should not be used as a sole means of data collection, but rather as a supplement to more objective forms of data collection (such as matrices or rating forms).

While there is not one best way to gather information regarding student progress, the challenge is to discover the strategies and techniques which will be effective for the all of the staff members working with the child with disabilities. In order to determine whether or not a child's intervention program is having the desired effects, it is necessary to monitor and record child change throughout the classroom day. Documentation of progress (or the lack of) will help to establish the need for continuation of or modification of programs and interventions implemented for the child within the inclusive early childhood setting.

Related Links:

• Download a PDF version of Toileting Data here.
• "Form 8: Forms for Evaluation, Data Collection, & Progress Monitoring" Index Page