Part 1: Task Initiation

Objective: Student will initiate tasks independently.

In this section, you’re capturing whether the student starts a task on their own (within a set time window) or needs a prompt. Here’s how it works:

• Presentation: Present the task as you normally would. Use a visual support (e.g., checklist, visual schedule) marked as [ V ].

• Initiation Window: Define what counts as “independent initiation.” This could be within N seconds after the task is presented, with a visual present, or without a visual.

• Recording Responses:

• + = Independent initiation

• V = Independent with a visual support

• P = Prompt was required

Why this matters: You're not just recording task completion. You’re capturing how much support was needed to get started, which is a big deal for kids with ADHD, who often struggle most with initiation rather than comprehension.

• The percentage of tasks initiated independently

• The mean number of prompts per task

At the end of each session, calculate:

Part 2: On-Task Behavior – Momentary Time Sampling

Objective: Student will be on task 80% or more of measured opportunities.

In this section, you're setting a timer to check for on-task behavior at regular intervals (momentary time sampling). Here's the process:

• Set your timer (every N minutes, for example, every 5 minutes).

• At each interval, record:

• ✅ if the student is on task

• ❌ if they are off task

You’ll do this for each of the five tasks across multiple time samples.

Self-Monitoring Bonus: 

If the student is practicing self-monitoring, you can also record whether their self-assessment matches yours—an excellent way to teach metacognition.

At the end of each session:

• The percentage of intervals the student was on-task.

• Track over time to look for trends, progress, or regression.

What You Learn From These Data

By using this dual-measure system, you’re capturing:

• Task readiness: Are they starting without a prompt?

• Sustained attention: Are they staying engaged over time?

• Prompt dependency: Are you fading support appropriately?

• Self-awareness: Can they accurately self-monitor?

Over time, this helps inform your intervention decisions—whether you need to add supports, reinforce independence, or pivot to new strategies entirely.

Tips to Collect IEP Data Effectively

• Visualize the data: Use graphs to show changes in independent initiation or on-task percentages.

• Use reinforcement smartly: Reinforce both initiation and on-task behavior separately.

• Reflect with the student: Especially if they’re working on self-monitoring, review their data together.

• Collaborate: Share the results with the student’s support team—including families and teachers—for a coordinated approach.

Ready to start collecting data? Purchase the data sheet using the link below.