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WHAT IS A TASK ANALYSIS
Task analysis is the process of breaking a skill
into smaller, more manageable steps in order to
teach the skill. Step
1Step
2
Step 3
Step 4
Step 5 Step
6
PURPOSE OF A TASK ANALYSIS
define and describe in detail the tasks and sub-
tasks that the student will
perform
characterize a job or taskprioritize
and sequence
tasks
determine instructional activities and
strategies that foster learning
determine the
instructional goals and objectives
WHO BENEF ITS FROM TASK ANALYS IS
Task analysis most often benefits those who have
problems mastering complex behaviors (e.g., individuals with autism,
people who have a cognitive disability and young
children).
LETS TEST YOUR KNOWLEDGE
Question 1
Who benefits from Task Analysis?
young children
individuals with autism
individuals with a cognitive
disability
all of the above
a
b
c
d
Try Again
Correct
Try Again Try Again
LETS TEST YOUR KNOWLEDGE
Question 2
True or false task analysis is the process of
breaking a skill into smaller, more
manageable steps in order to teach the skill.
TrueTrueFals
e
Correct
Try Again
LETS TEST YOUR KNOWLEDGE
Question 3
Can you recall three of the purposes of
task analysis? Type in your answer then click
the check your button to see if your correct.:Check your
answer
• determine the instructional goals and objectives
• define and describe in detail the tasks and sub-tasks that the student will perform
• characterize a job or task;
• prioritize and sequence tasks;
• determine instructional activities and strategies that foster learning;
CREATING A TASK ANALYSIS
Considerations
Some task analyses have a limited number of steps but these steps may be broken down into subtasks
AgeDisability Skill
Level
Prior Experience
CREATING A TASK ANALYSIS
Methods
You can refine it as you use it, if necessary
Observe a competent individual perform the task
Perform the task yourself
Write down each step
Have someone preform task
Watch others do it
EXAMPLE TASK ANALYSIS FOR BRUSHING TEETH
Step1 Step 2
Step 5 Step 6
Step 9Step 10
Step 13
Step 14
Step 3 Step 4
Step 7 Step 8
Step 11
Step 12
Pick up the tooth brush
Wet the brush
Take the cap off
toothpaste
Put paste on the brush
Brush teeth for 5
minutes
Spit into sink
Rinse the brush
Place brush in the holder
Grasp cup Fill cup with water
Rinse mouth with
water
Spit into sink Wipe
mouth with towel
Screw cap back on
toothpaste
Click the buttons to see the step!
While you may brush your teeth in a different order, you get the idea.
Others of you are already thinking: "Gee, each of those steps could have been 'broken down' or sub-divided into even smaller steps".
For example, the first step, "picking up the toothbrush" requires the
behaviors of locating the toothbrush, reaching toward it, grasping it, turning the bristles
upward, etc. How small you decide to make the steps will depend on your best guess as to how well the student will be able to remember, understand, and perform the T.A. process and the sequential steps. Some individuals will display the
desired behavior after only 5 steps being provided for them to follow. Others would need 20 increments in order to become competent in
that action.
CHAINING
Once you have determined the sequence of the
discrete links in the chain of a complex behavior, it's
time to instruct the student in joining them together.
As you might suspect from the lead-in of the
previous sentence, the process of teaching the links
in the chain is called "Chaining". Forwar
d Chainin
g
Backward
Chaining
Total Chainin
g
FORWARD CHAINING
Forward chaining involves teaching the initial step first, with
conditioned reinforcement following that first link. Instead of
directing your teaching efforts on the last step that isn't done
independently, you find the first step the child needs to learn and
work forward through the task analysis. For instance, you may first
teach a child to measure the right amount of laundry detergent on
his own before proceeding to teach the next steps in order. In
forward chaining, the teacher then usually guides the child
through the remaining not-yet-learned steps in the task analysis.
BACKWARD CHAINING
When conducting backward chaining, the teacher provides substantial
assistance, even hand-over-hand guidance, through the initial steps in the task
analysis ...until she gets to the last step that the student can't do
independently. It's on that step that prompting and then prompt fading
methods are used, until the student completes the step independently (without
prompts). Once that occurs regularly, the teacher moves backward and applies
prompting and prompt fading to the next previous step that the student has
not yet mastered. When teaching a child to make French toast, for example,
it's the final flips with a spatula that lead to a meal that smells great and is
ready to eat. Teaching can then proceed backward to the messy steps of
coating the bread with eggs!
TOTAL CHAINING
A total task presentation requires the student to
perform the entire task until the chain is learned.
There is supplemental reinforcement supplied at
each step in the task. Total task presentation is the
method most frequently used to teach functional
skills to learners with disabilities.
LETS TEST YOUR KNOWLEDGE
Question 1
Which one of these is not a
consideration when creating a task analysis?AgeSkill levelHeightDisabilityPrior experience
abcde
Try Again Try Again
Try Again Try Again
Correct
LETS TEST YOUR KNOWLEDGE
Question 2
Which best fits this definition: Teaching the
behaviors from the beginning of the chain, requiring
the student to display increasing amounts of simple
behaviors at the front of the chain.
Forward Chaining
Backward Chaining
Total Chaining
a
b
c
Try Again Try AgainCorrect
LETS TEST YOUR KNOWLEDGE
Question 3
Can you create a task analysis for ? Type
in your answer then click the check your button
to see if your correctCheck your
answer
Tying shoes • Grab one lace in
each hand. • Pull the shoe laces
tight with a vertical pull.
• Cross the shoe laces.
• Pull the front lace around the back of the other.
• Put that lace through the hole.
• Tighten the laces with a horizontal pull.
• Make a bow. • Tighten the bow.
REFERENCES
http://autismpdc.fpg.unc.edu/content/task-analysis
http://www.behavioradvisor.com/TaskAnalysis.html
YouTube Video: http://www.youtube.com/watch?v=qGbie9K0M0g
Photos taken form clip art