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 including 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 it's also 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.
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