TY - JOUR
AU - Collins, Emerald R.
AB - DATA RECORDING IN THE CLASSROOM Andrea D. Jasper, Central Michigan University William C. Hunter AND Robert L. Williamson, University of Memphis Emerald R. Collins, Northwest Independent School District, Fort Worth, TX s. Jackson is a second year and that progress monitoring is taking areas (i.e., functional skills), assessing seventh grade middle school place. student performance (i.e., recording M educator teaching in a self- Recording, storing, and analyzing and examining data), and attending contained setting for students with student behavioral data often proves IEP meetings. Findings from this emotional and behavioral disorders cumbersome for many beginning study demonstrate that special (EBD). In her classroom, Ms. Jackson special educators due to the variety of educators often record and assess begins preparing for the day by ensuring roles each must perform throughout data under significant time resources and materials are available for the day (Salvia & Ysseldyke, 2004). constraints. students and, if necessary, adapting these Nevertheless, the Individuals with Due to the time constraints materials to ensure students’ learning experienced by many special Disabilities Education Improvement needs are met. As the day progresses, Act (IDEA; 2004) requires the use of educators, data recording methods more lessons are taught in various a functional 
TI - Data Recording in the Classroom–It can be done
JF - Beyond Behavior
DO - 10.1177/107429561502400104
DA - 2015-04-01
UR - https://www.deepdyve.com/lp/sage/data-recording-in-the-classroom-it-can-be-done-9N1MVbP7gj
SP - 18
EP - 23
VL - 24
IS - 1
DP - DeepDyve
ER -