How to Use the Daily Data Feature | slptoolkit

How to Use the Daily Data Feature

We are so excited about the newest addition to SLP Toolkit, the Daily Data Feature. This is something that we have wanted to add for a while but wanted to make sure that it was user friendly and highly functional. It is difficult to replace a pad and paper for taking session data but we know that you will find this feature a better alternative to our old way of doing things. No more losing sticky notes or misplacing data sheets. No more having to average out session data at the end of the session. And what until you see the graphs! Let's take a look:

 

 

When you log in to your account you will be taken to a split screen of your caseload management page and the data feature. One of my favorite parts of the data feature is that it is linked to your schedule. Each day that you login you will see the groups that you have scheduled for that day. You are able to review past and future dates, but the main screen will default to the current date. You do not need to use the scheduling feature in order to use the data feature. We will, however, recommend that even if you don’t use the scheduler to schedule your sessions, you enter in your schedule to make the data feature more functional for you. 

Under 'Events' you will see any events that have been opened. If you would like to look at past dates or add notes to a future date you can click on the date and select the date you would like to review or add to. This can be helpful for planning out future sessions or for reviewing past session data.

 

Under 'Schedule' you will see the events you have scheduled for the day. If you have more than one schedule you can change the one you are viewing by clicking the name of the schedule (in blue). To enter the data feature, you will select a group under 'Schedule' or click the plus sign next to 'Events' if you want to enter in an event that is not scheduled.

There are plenty of places for notes on the session data page. The top box is used to make notes for the entire group. This may be a great place for you to record your plan for the day, or your reflection notes from a previous session. The bottom comment box is specific to the student. That may be a great place to add subjective data or reflection of the data from the current session. There is also a place to make notes under each goal. This is helpful for identifying what you are working on specifically. So if you are working on a speech sound, and the goal is written at the sentence level, you will want to make sure and record what step you are on in the therapy process (e.g. syllable level, word level, initial position). The notes made under the goal will show up on the data report.


On the left side of the screen you will see the time in and time out. It will default to the scheduled time but you can change as needed. The students who are scheduled during that time are located here. You do have the ability to add a student at any time. For example, if you want to add Charles Barkley to today’s group click 'Add a Student', select his name and then click 'Add'.

 

One of the great things about taking data in the app is the ability to quickly go between students as you are taking data and have their goals in view. Any goal that you have on your main screen in the goal feature will show up here on this screen. So as you update goals, the goals will automatically update here as well. If you have added or replaced goals, and they are not showing correctly, click the refresh button next to their name.

By clicking on the little calculator the frequency counter will appear. To take data click on the plus and minus as needed and your total will calculate for you. Here you will see the overall accuracy and the attempts that have been made:

Sometimes when taking data on a goal, we want more information than just "correct" and "incorrect".  This is where elicited accuracy comes in.

Elicited accuracy is the number of correct responses a student achieves either independently or with one cue.  For example, if a student has 5 attempts, three of which were correct and two of which were incorrect, the accuracy for that skill would be 60%.  However, if on one of the two incorrect responses, the student could repair the error with a cue, the elicited accuracy would be 80%.

To determine elicited accuracy, use the plus/minus buttons for correct/incorrect responses; but when a student is incorrect, provide a cue. If the student is able to repair the error with your cue, select the cue used from the drop down cue menu or type in your own.  If the student still cannot repair the error when given a cue, or requires more than one cue, then do not select a cue from the cue menu.

 

You will see a list of cues or corrections you may want to track based on the data that you find most helpful. For example, if you are working with a student with apraxia you may want to track approximations, or for an articulation student you may want to track self corrections. You are not limited to the pre-populated text. You can add your own by typing it into the box. After you enter the text the first time you will not have to do it again for that goal. If you accidentally select a cue you can delete it so that it will not count in the elicited accuracy.

So why would you want to calculate elicited accuracy for a student?  

Data is a driving force in the efficacy of our treatment with a student and can be useful in a variety of ways.  For students who are neurotypical, specific information on cues used to elicit correct responses not only helps you as a clinician to determine how to support the student in future sessions but can also be useful information to share with teachers and parents for carryover outside of the speech room.

For our students with intellectual disabilities,  elicited accuracy is particularly important not only to see what supports are best to get them to successfully use a skill but also is an excellent way to demonstrate growth that may not immediately be seen when only analyzing correct/incorrect responses.  In other words, a student may be at 0% accuracy for several months but elicited accuracy percentages may be increasing, showing growth and positive response to treatment strategies.

One of the best parts of taking data in SLP Toolkit is the data report, that shows you the average over time as well as a graph of the data. Looking at the data in a graph allows you to see trends and analyze the data much more accurately than looking at notes spread out over data sheets.  To access the graph, click on the small graph icon next to 'Daily Data'. Next select the name of the student and the date ranges you would like to include in the report. 

 

All of the student's goals will be included in the report. Under each goal you will see the dates and data taken in that range. Any notes that were taken under the goal will appear under the graph by date.

Important tips:

The order of the student names for both adding to events as well as when printing reports is based on how you have your caseload sorted. So if you would like the list in alphabetical order by first name make sure your list is sorted this way.

You can delete data points. If you have entered in something incorrectly or want to remove data for any reason, you will select on that opened event on the date you want to edit, and click the refresh button on the frequency counter for that goal. This will remove the data. Only click refresh if you want to remove or restart your data entry.

Also, if you are wanting to review or add to past or future dates you will want to enter from the main screen and select the date, versus when you are in the daily data view. You can change the date/time in that view but it will save whatever you have entered based on that change. In other words, if I want to add a note into next weeks session, rather than changing the date at the top of the daily event I will close out of that screen and then go to the date I want at the top of the main screen to add the information.