I can send Lougle a step by step guide to charting which goes into detail I did not have time to cover with you. The only problem is that charting looks a bit dry and scary without someone to talk you through it. When you get talked through it you realise how interesting and dynamic and fun it all is. Charters are a wacky bunch and a subset within the relatively small world of ABSA. They are a bit sniffy about regular data collection methods as they do not capture frequency (rate per unit of time) without which it is impossible to get the whole picture.
There are tonnes of other ways to use a chart. For example, within a 10 minute session with a child, you can show them how far over/under they are an ideal celebration chart. Even kids with complex disabilities can monitor their performance in terms of' getting over the line'.
What we need to understand is that for everyone, in every teaching session, the following needs to be made explicit:
-nature of task
-duration of task
-modelling/explaining how to do it before individual gives it a go
-what error correction procedures will be used#
-what is available after task
-understanding performance within task
So, for the crowd who met with us in Swindon you
-knew what you were coming to learn
-knew how long you would be there
-had procedures modelled/explained (if you have good language, a verbal explanation suffices, but so many of our kids don't hence need for model/lead/test without confusing language overload. Takes pressure off them to perform too)
-error correction was asking us to explain something you didn't get or looking puzzled to which (hopefully) we responder
-aware of breaks meaning access to chat/tea/cake/chilli/quick breather at the door
-you understood what was expected of you
If it all got too aversive, you have at your fingertips, a plethora of socially acceptable ways to escape.
'I have a train to catch/my grandmother has been taken ill/I need to pick up my kids'
Our kids don't have a sophisticated enough verbal repertoire to negotiate escape in a socially acceptable manner. Besides, we want them there, learning. Instead they will avoid by sliding under the table/crying/sighing/bombarding you with chat to deflect you from task.
You HAVE to make explicit those five points at every task presentation. If not, who can blame the kdi for doing a runner?