Step 3 Monitoring progress
Monitoring progress for graduated guidance prompting involves:
collecting data, reviewing data, and analyzing data to determine if progress is being made.
Step 3.1 Gather and record data
Gather and record data on the types of prompts and the each type of the toddler’s responses. Each type of response could be correct, incorrect, or no response.
An important component of graduated guidance is collecting data to monitor toddler outcomes. You will want to determine who collects the data. This could be the EI provider, parents, child care provider, etc.
When using graduated guidance, the EI team and family should measure at a minimum:
- the steps of the chain that are completed without prompts,
- the steps of the chain that are completed correctly with prompts, and
- the steps of the chain that are completed with resistance.
While not ideal, sometimes it is not possible to score each step of the chain. In such cases, the entire chain is scored as independent, prompted, or resistance. If prompts are given on any chain, it is scored as prompted. If resistance and prompts are given, it is scored as resistance. It would be important to record the intensity and location of the physical prompt.
Sample Data Collection Sheet
Graduated Guidance: Cleaning Up
| Date: 3/28 | Date: 3/28 | Date: 3/28 | |||||
| STEPS IN THE CHAINED TASK: CLEANING UP | Time: 9:00 am | Time: 11:00 am | Time: 2:00 pm | ||||
|
Pick up paper plate |
FP |
FP |
FP |
||||
|
Throws in trash can |
FP |
FP |
PP |
||||
|
Pick up paper cup |
FP |
FP |
FP |
||||
|
Throws in trash can |
PP |
PP |
PP |
||||
|
Pick up napkin |
R |
R |
R |
||||
|
Throws in trash can |
R |
R |
R |
| KEY | ||||
|
I = Independent FP = Full physical prompt PP = Partial physical prompt R = Resistance |
||||
Step 3.2 Select a schedule for data review
Select a schedule for data review and on-going monitoring for prompting.
A schedule for reviewing the data collected will help determine how well the toddler is learning the steps of the chain and to make changes in the prompting procedure are made. This schedule could be every three days or once a week.
Determine which steps are still needing prompts. Then identiify the intensity and location of the prompts and determine the steps where the prompts should be systematically faded.
If a child is resisting during a step of the chain, a plan to determine how to deal with the resistance should be developed.
EXAMPLE
Reviewing the data from the data sheet example given for Cleaning Up in Step 3.1, the child is resisting on the last two steps of the chain. Asking questions about the way the prompt was delivered may clarify why this was happening. It would be appropriate to discuss the techniques for using the controlling prompt, whether the toddler needs more or less intensity, and how to handle resistance (e.g. and if resistance occurs, holding the toddler’s hands in place rather than forcing movement). Reviewing the information allows the team to review how to provide physical prompts (e.g. being careful not to force the toddler when physically prompting). If resistance continues, this may indicate that a different type of prompt or prompting procedure is appropriate.
Step 3.3 Analyze the data
Analyze the data to determine if progress is being made.
This includes which steps are completed without prompts and could, therefore, be either shadowed or independent.
Analysis of the data can help pinpoint problems in implementing the prompting procedure correctly or help make decisions about when the prompting procedure needs to be changed.
Modifications or revisions to the prompting procedure may include:
- changing the type of controlling prompt needed,
- changing the cue or response interval, and
- when to begin fading the prompts.
Data analysis can also help determine which steps are completed without prompts.
- Determine whether these steps are being shadowed or are independent.
- Determine which steps are being prompted, and the intensity and location of the prompts.
Based on the data and using the strategies on how to fade prompts that were discussed in the Step 1.8, remember to reduce intensity or location of the controlling prompt and fade the prompt.
Step 3.4 Use information from data to modify the use of prompting
Use information from data collected to modify, revise or change the use of graduated guidance to enhance acquisition of the target skill or behavior.
Analysis of data can be used to determine if the prompting procedure is being implemented correctly. If it is determined that the prompting procedure is not being implemented correclty, review the steps again for implementation in Step 2 Using Graduated Guidance.
- If the toddler is becoming more skilled in a step in the chain, begin to systematically fade the prompt. Information on how to fade prompts is discussed in Step 1.8.
- If a child is resisting during a step of the chain, develop and implement a plan on how to deal with the resistance.
EXAMPLE
The data from the sample data sheet in Step 3.1, Graduated Guidance: Cleaning Up, shows that the toddler is resisting on the last two steps of the chain.
Asking questions about the way the prompt was delivered may clarify why this was happening. It would be appropriate to discuss the techniques for using the controlling prompt, whether the toddler needs more or less intensity, and how to handle resistance.
In this example, if resistance occurs, hold the toddler’s hands in place rather than forcing movement.
Reviewing the information also allows the team to review how to provide physical prompts. This might include being careful not to force the toddler when physically prompting.
If resistance continues, this may indicate that a different type of prompt or prompting procedure is appropriate.
Knowledge Check
Question:
What basic data should be collected when using graduated guidance prompting?
Question:
What are the benefits to on-going monitoring of the graduated guidance prompting procedure?
Practice Scenario: Monitoring Graduated Guidance Prompting
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When you have finished reviewing,
return to the module and take the Knowledge Check.
