Understanding Baseline Data Collection for Skill Acquisition Programs
- Brittney Kalicki
baseline data collection is program specific rather than target specific. It is a way for you to collect data on the terminal goal, or a sample of the targets within a program, to determine if the skill is already known by the learner OR if it is indeed an unknown skill that needs to be introduced for teaching.
Skill Acquisition Programs
Baseline data for skill acquisition programs can be collected via the DATA ENTRY on the website and via the mobile app.
Baseline data is scored as CORRECT ( + ) or INCORRECT ( - ).
Area | Images | Good to Know! | |
|---|---|---|---|
| 1 | DATA ENTRY via the website | Staff can enter trial by trail data:  If you prefer, staff can enter an overview of the data:  | Notes can be entered on the baseline data collected, in the event you would like staff to note which targets were delivered during baseline data collection |
| 2 | MOBILE APP | Staff can enter trail by trail data: If you prefer, staff can enter an overview of the data: | Notes can be entered on the baseline data collected, in the event you would like staff to note which targets were delivered during baseline data collection |
Baseline Scenarios
Scenario 1:
Program: Naming Colors
Goal: Learner will name the color of novel objects within their environment
Targets: Blue, Red, Yellow, Green, Brown, Black, Purple, White, Black, Pink, Orange
Baseline:
Staff point to a BLUE truck and ask “What color?” The learner does not respond and instead reaches for the truck. Staff score that baseline data trial as INCORRECT ( - )
Later in session, staff point to a GREEN block and ask “What color?” The learner responds with “block”. Staff score that baseline data trial as INCORRECT ( - )
Later in session again, staff point to a PINK pillow and ask “What color?” The learner responds with “purple”. Staff score that baseline data trial as INCORRECT ( - )
This baseline data illustrates that the learner does not name colors of novel objects in their environment and that this program needs to be introduced for teaching. This program will now be moved out of baseline for teaching: Switching from Baseline to Teaching or Baseline to Intervention Data Collection
Scenario 2:
Program: Waiting for a Preferred Item
Goal: When denied a highly preferred item, the learner will wait for the item without protest, for up to 1 minute.
Targets: Vary in length and in item type (neutral, moderately preferred, highly preferred) This program will be ran as a shaping program.
Baseline:
Staff ask the learner if they would like access to a highly preferred item. If the learner responds with “yes”. Staff will state “wait” and note how long the learner waits for the highly preferred item without protest. The learner waits 8 seconds. Staff score that baseline data trail as INCORRECT ( - ), as the terminal goal is to wait for 1 minute for a highly preferred item without protest.
Later in session, the learner reaches for a highly preferred item. Staff block access and state “wait” and note how long the learner waits for the highly preferred item without protest. The learner waits 12 seconds. Staff score that baseline data trail as INCORRECT ( - ), as the terminal goal is to wait for 1 minute for a highly preferred item without protest.
This baseline data illustrates that the learner does not wait for highly preferred items for up to 1 minute and that this program needs to be introduced for teaching. This program will now be moved out of baseline for teaching: Switching from Baseline to Teaching or Baseline to Intervention Data Collection
Tips
If you collect baseline data and it illustrates that the program is a known skill for the learner and the program is not needed for teaching, you can mark/move the program to MASTERED: Mastering a Skill Acquisition Program in Baseline