Which data collection method would effectively measure students' progress toward their IEP goals during group sessions?

The selection of developing a progress-monitoring probe for biweekly administration is particularly effective for measuring students' progress toward their Individualized Education Program (IEP) goals during group sessions for several reasons.

Firstly, progress-monitoring probes are specifically designed to assess students' skills and progress regularly and consistently. By administering these probes biweekly, the SLP can track improvements in specific areas targeted by the IEP goals within a reasonable timeframe, allowing for timely interventions and adjustments if necessary.

Secondly, conducting assessments in a group setting aligns with the practical context in which these students are developing their skills. This approach would accurately reflect their performance in the same environment where they are expected to apply their learning, providing a more holistic understanding of their progress.

Additionally, since progress-monitoring probes can be standardized and objective, they enable clinicians to collect quantifiable data, which is essential for evaluating the effectiveness of interventions and making informed decisions regarding each student's program.

In contrast, frequency charts for individual sessions assess participation or instances of behavior in one-on-one settings, which may not capture the full scope of a student’s progress in a group context. Monthly speech samples might be too infrequent to detect meaningful change, while surveying teachers may provide subjective impressions of student performance rather than