Task Analysis and Chaining Study Notes

Task Analysis and Chaining

Introduction

• Most performances consist of multiple component steps or behaviors.
  • Examples: brushing teeth, cooking dinner, asking someone out, driving to work.
• Each step sets the occasion for the next step in a task analysis or behavior chain.
• Skills need to be broken down into component steps/behaviors to teach the full chain.

Task Analysis

• Task analysis involves breaking a performance into components.
• Number of steps depends on the learner and their performance.
  • Steps can be "chunked" together for learners with a larger repertoire.
  • Steps may need to be broken down further for learners struggling with certain components.
• Peers can help determine necessary steps by observing how they perform the target behavior.
• It's crucial to practice the task analysis with others before teaching.
  • Ensures no steps are missing.
  • Verifies the task analysis is still applicable given environmental changes.

Example: Washing Hands

1. Walk to the sink.
2. Reach for the handle.
3. Turn the handle towards you.
4. Put your hands underneath the water.
5. Count to 10.
6. Reach your left hand towards the soap bottle.
7. Put right hand under the soap bottle nozzle.
8. Push nozzle with left hand.
9. Clap your hands together.
10. Rub your hands for ten seconds.
11. Put your hands under the water.
12. Count to 10.
13. Turn the handle away from you.
14. Dry hands on a towel.

Issues with the Example Task Analysis

• The water is never turned off in some versions of the task analysis.
• Location of soap and type of soap dispenser can affect the chain.
  • If soap is always on the left in the task analysis, the chain may break down if the soap is on the right in a different environment.

Chaining Methods

Forward Chaining

• Target only the first step in the task analysis.
• Prompt all other steps.
• Once the learner masters the first step, target the next step and prompt the remaining steps.
• Example (Washing Hands):
  • Initially, the learner only walks to the sink independently, and all other steps are prompted.
  • Next, the learner walks to the sink and reaches for the handle independently, with all other steps prompted.
  • This continues until the entire behavior chain is mastered.

Backwards Chaining

• Target only the last step of the task analysis.
• Prompt all steps except the last one.
• Once the learner masters the last step, target the step above it.
• Reinforcement can be built in with the last step.
• Example (Washing Hands):
  • Initially, the learner is prompted through steps 1-13, and then dries their hands independently.
  • Next, the learner is prompted through steps 1-12, and then turns off the water and dries their hands independently.
  • This continues until the entire chain is mastered.

Total Task

• Outline the behavior with a task analysis.
• Target all steps simultaneously.
• Prompt all steps, but work on fading prompts for each step at the same time.
• Involves helping the learner through all steps while gradually reducing prompts.

Key Elements of Task Analysis and Chaining

• Good Task Analysis: Requires a normative sample and thorough review to ensure accuracy.
• Effective Prompting and Prompt Fading Strategies: Essential for the learner to perform the behavior independently. If a certain prompting procedure isn't effective, the learner won't be able to do that behavior independently.
• Known Reinforcer: Appropriately reinforcing the target behavior.
• Data Collection: Track data on the task analysis to identify steps the learner consistently misses. This helps in pinpointing problem areas and tailoring the teaching approach effectively.
• Adjust Teaching as Needed: Use data, prompting strategies, and prompt-fading strategies to adjust teaching to the learner's current level. This ensures the learner is appropriately supported and challenged throughout the learning process, leading to better outcomes.