Task Analysis (TA) Notes
Task Analysis (TA)
Task Analysis (TA) is an evidence-based strategy in special needs education that breaks down complex tasks into smaller, more manageable steps. This allows learners to acquire skills more effectively.
Agenda
Basics of TA
Plan for TA
Use TA
Monitor TA
Video Story: A Case for Task Analysis
Key points from the video:
The adult helps the learner build a tower and understand turn-taking, demonstrating a practical application of task analysis.
Consider if TA could be a possible intervention for various learning challenges.
What is Task Analysis (TA)?
TA can be used to break down chained behaviors into smaller steps, making it easier for learners to master complex skills.
Team members work with the learner to systematically teach the individual steps, providing tailored support and guidance.
Task Analysis Procedures
Forward Chaining
Description: The first step in a chain is taught first. As each step is mastered, the next step is taught. This method builds skills in a sequential order.
Example: When teaching a learner to wash hands, turning on the water is taught and reinforced before teaching rubbing hands together with soap.
Backward Chaining
Description: The final step in a chain is taught first. As each step is mastered, the previous step is taught. This can help learners see immediate success and stay motivated.
Example: When teaching a learner to wash hands, drying hands with a paper towel is reinforced before teaching turning off the water.
Total Task Presentation
Description: Learner performs entire chain with reinforcement at each step and the most effective reinforcer at completion of task. This approach is comprehensive and ensures each step is correctly executed.
Example: When teaching a learner to wash hands, the learner is prompted and reinforced at each step with the most effective reinforcer provided at the final step.
TA Goals
Goals that can be addressed by using task analysis include:
Increase self-help skills (brushing teeth, washing hands), promoting independence.
Enhance language and communication skills (e.g., asking for help, greeting a peer, saying hello), fostering social interaction.
Increase motor skills (riding a bicycle, swimming, throwing a ball), improving physical coordination.
Increase academic skills (completing work assignment, reading, addition), supporting educational achievements.
Increase adaptive skills (making a sandwich, doing laundry, grocery shopping), building life skills.
How Can TA Help Learners?
Target skills/behaviors consist of multiple smaller steps/behaviors that can be challenging, especially for learners with special needs.
With multiple steps, it can be challenging to process each smaller step, leading to frustration and difficulty in mastering the skill.
TA breaks down complex target skills into smaller, more manageable steps, making the learning process less daunting.
Smaller steps are acquired, and additional steps are added until learner has mastered the target skill, ensuring gradual and steady progress.
Cost-effective which requires minimal resources and can be used in multiple settings, making it a versatile and accessible intervention.
How Can TA Help Learners? (Example: Making a Video)
Task analysis can be used to teach a variety of complex skills or behaviors, from daily routines to more intricate tasks.
Example: The steps are outlined for making a video using an iPhone:
Touch
Take cover off the camera lens on the back of the iTouch
Slide the from "camera" to "video"
Hold the iTouch up to the person, place, or thing you are taking a video of
When you are ready touch
Touch when you are done taking the video
Touch on the home screen to see the video you took
How Is TA Being Used?
Audio examples are available, providing additional support and clarification.
Evidence-Base for TA
Outcomes identified by the evidence base are shown by age groups:
Early Intervention (0-2 years): No studies
Preschool (3-5 years): No studies
Elementary (6-11 years): Social, Communication, Joint Attention, Motor
Middle (12-14 years): No studies
High (15-22 years): Communication, Adaptive, Academic
Plan for TA
Determine if learner has prerequisite skills needed to learn task, ensuring they have the foundational knowledge.
Identify the components of the target skill/behavior, breaking down the task into specific steps.
Check if task is completely analyzed, ensuring all steps are accurately and comprehensively included.
Select appropriate TA procedure (forward chaining, backward chaining, total task presentation) based on the learner's needs and the task's nature.
Select appropriate teaching method for learner, tailoring the approach to their individual learning style.
Develop materials to assist in using TA, such as visual aids or checklists.
Planning activity, to ensure all aspects of the task analysis are well-prepared.
Plan for TA: Determine Prerequisite Skills
Review baseline data collected regarding the target skill/behavior and anecdotal notes, providing a comprehensive understanding of the learner's current abilities.
Review the collected data to determine if the learner has the prerequisite skills needed, identifying any gaps that need to be addressed.
Examples:
Following a recipe: Understanding measurement abbreviations (tablespoon, teaspoon, cup, etc.).
Brushing teeth: Motor skills of unscrewing and screwing the toothpaste cap.
Plan for TA: Identify Components of Target Skill/Behavior
Watch someone competent in completing the target skill/behavior (task). As the person completes the task, write down each step, ensuring a detailed and accurate record.
Ask an expert in the target skill or behavior to record each of the steps, providing additional insights and expertise.
Complete the task yourself and record each of the steps, ensuring a thorough understanding of the process.
Plan for TA: Check If Task Is Completely Analyzed
Check to determine if the steps are accurate by performing target skill/behavior again and following each of the steps, validating the task analysis.
Modify the TA if a step was missed or if a more complexed behavior was described rather than a discrete behavior, refining the analysis for clarity and precision.
Video Story: Meeting the Needs of Learners
Key points:
Individualize a task analysis to meet the needs of a learner, tailoring the approach to their unique requirements.
Consider how examples are different to meet the needs of the learners, demonstrating the importance of personalized instruction.
A task analysis can be different based upon the individual needs of a learner, highlighting the flexibility of the method.
Plan for TA: Select Appropriate TA Procedure
Forward Chaining
Description: Teach initial steps. Once steps are mastered, new steps are added, building the skill sequentially.
Benefits: Learning how to perform the task from beginning to end, providing a complete and logical progression.
Backward Chaining
Description: Teach final step first. Once mastered, previous step added, helping learners experience immediate success.
Benefits: Understanding how performing the task can be beneficial, increasing motivation and engagement.
Total Task
Description: All steps taught simultaneously and supports are provided for each step that is needed, offering comprehensive assistance.
Benefits: Learning the entire task/routine. Used most often to teach functional skills to learners with disabilities, promoting independence and competence.
Plan for TA: Select Appropriate Teaching Method for Learner
Select additional evidence-based practices, complementing task analysis with other effective strategies.
Select multiple reinforcers that appeal to the learner, increasing motivation and engagement.
Example: A visual support was created to break down a high school student's target skill of washing water bottles into smaller, more manageable steps.
Plan for TA: Develop Materials to Assist in Using TA
Examples:
Clear text directions for each step are provided for the learner, who can check off each step when following the recipe, promoting independence and self-monitoring.
A task analysis was used to determine the individual steps needed to wipe tables. Each step had a corresponding picture, and an iPad was used to display the steps, providing visual support and clarity.
Incorporating a learner's special interest (e.g., Disney princesses) to make performing the target skill more appealing, increasing motivation and engagement.
Video Story: Developing Materials TA
Key Points:
Develop presentation materials based on the needs of the learner, tailoring the approach to their unique requirements.
Think about different formats for presenting information to learners, ensuring accessibility and comprehension.
Use TA
The process of using task analysis is different depending on the selected task analysis procedure, requiring careful consideration of the chosen method.
Learn more about task analysis procedures:
Forward Chaining
Backward Chaining
Total Task Presentation
Using TA: Follow Unique Steps for Forward Chaining
Prompt the learner to perform the first step identified in the task analysis. Use the selected prompting procedure (least-to-most prompting, graduated guidance, or simultaneous prompting), providing appropriate support.
When learner completes the step, reinforce the learner with social praise and a tangible reinforcer if appropriate, encouraging continued effort.
After the first step is completed, guide the learner through the remaining steps, providing assistance as needed.
When the first step is mastered, the next step in the task analysis is added one at a time, building skills sequentially.
Example: If the learner's target skill/behavior is to make a sandwich, the first step might be to get out the loaf of bread. The adult would prompt the learner to get out the bread. After the learner performs this task, the adult would provide reinforcement to the learner. The adult would assist the learner with the remaining steps. After the first step was mastered, the next step (putting peanut butter on bread) could be taught.
Forward Chaining
When a behavior is taught in “logical” or chronological order, ensuring a clear and understandable sequence.
The pieces of the task are reinforced one at a time as they are learned until the first step is mastered, providing consistent encouragement.
Focus on the mastery of the first step of the process, ensuring a strong foundation.
Example: Mac and Cheese Recipe:
get bowl and fork
add 2/3 cup water
add macaroni
microwave for 3:30
add cheese sauce
mix with spoon
eat
Using TA: Follow Unique Steps for Backward Chaining
Provide assistance to learner with completing the initial identified steps, supporting their progress.
Prompt learner to perform the final step. Example: An adult will prompt the learner to then dry hands, guiding them to complete the task.
Reinforce the leaner for completing the final step. Use a social reinforcer such as “Great job drying your hands” with a tangible reinforcer such as a token or time with a favorite toy, providing positive feedback.
When the final step is mastered, the previous step is added one at a time. After drying hands is mastered, the learner would then learn the previous step of turning off the water, building skills in reverse order.
Backward Chaining
Example: Brushing teeth:
wet toothbrush
toothpaste on brush
brush teeth
spit in sink
rinse toothbrush
Using TA: Follow Unique Steps for Total Task Presentation
Use a prompting procedure (least-to-most prompting, graduated guidance, or simultaneous prompting) and visual supports or video modeling to assist the learner in performing each step of the task analysis, ensuring comprehensive support.
Reinforce the learner for completing each step. Be sure to save the most effective reinforcer for the final step when the entire skill/behavior has been performed, maximizing motivation.
Fade reinforcers as quickly as possible. As the learner becomes more skilled, begin to fade reinforcers, promoting independence.
Total Task Presentation
Prompt learner to complete each step, guiding them through the entire process.
Reinforce the learner for completing each step, providing consistent encouragement.
Fade reinforcers as quickly as possible, promoting independence and self-sufficiency.
Monitor TA
Collect data on target behaviors, tracking progress and identifying areas for improvement.
Determine next steps based on learner’s progress, adapting the approach as needed.
Monitoring TA
Collect data on target behaviors using progress monitoring forms, providing a structured method for tracking progress.
Determine next steps based on learner's progress
If the learner with ASD is not showing progress when using task analysis, consider the following questions:
Is the target skill or behavior well defined?
Is the target skill or behavior measurable and observable?
Does the learner have the prerequisite skills needed to learn the skill/behavior?
Was the task completely analyzed?
Was an appropriate teaching method selected to teach the individual steps of the task analysis?
Was task analysis used with fidelity based upon the implementation checklist?
Was the learner prompted to perform the individual step?
Did the learner receive reinforcement for mastering a step?