web viewbrushes lower right chewing surfaces. ... _____target skill: look up word in . dictionary...
TRANSCRIPT
Table of Contents:1. Blank Task Analysis2. Brushing Teeth3. Using the Bathroom4. Setting the Table5. Peer Play with Trains6. Tying Shoe (1)7. Tying Shoe (2)8. Dialing 9119. Washing Hands (1)10. Washing Hands (2)11. Cutting Paper12. Using Dictionary (1)13. Using Dictionary (2)14. Locating Website15. Purchasing Item in Grocery Store16. Alternative Task Analysis Format17. Prerequisite and Long Term Planning Goal Example18. Bathroom Visual Supports
Austin, K. M. (2011). Task analysis supplement. Richmond, VA: Virginia National Professional Development Center on Autism Spectrum Disorders Summer Institute.
Task Analysis
Student: ____________________ Target Skill: _____________________Prompt: _______________________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
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Task Analysis
Student: ____________________ Target Skill: __Brushing Teeth______
Prompt: _”Brush your teeth”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Obtains materials
2. Takes cap off toothpaste
3. Puts paste on brush
4. Replaces toothpaste cap
5. Wets brush
6. Brushes left outer surfaces
7. Brushes front outer surfaces
8. Brushes right outer surfaces
9. Brushes lower right chewing surfaces
10. Brushes lower left chewing surfaces
11. Brushes upper left chewing surfaces
12. Brushes upper right chewing surfaces
13. Brushes upper right inside surfaces
14. Brushes upper front inside surfaces
15. Brushes upper left inside surfaces
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Task Analysis
16. Brushes lower left inside surfaces
17. Brushes lower front inside surfaces
18. Brushes lower right inside surfaces
19. Spits out excess toothpaste in sink
20. Turns on water
21. Fills cup with water
22. Rinses mouth
23. Rinses toothbrush
24. Turns off water
25. Wipes mouth and hands with towel
26. Returns materials
2
Task Analysis
Student: ____________________ Target Skill: _Using the Bathroom___Prompt: _”Go to the bathroom”____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Goes to the bathroom
2. Closes bathroom door
3. Pulls down pants
4. Pulls down underwear
5. Sits on toilet
6. Voids in toilet
7. Reaches for toilet paper holder
8. Takes 5 pieces of toilet paper
9. Wipes with toilet paper
10. Drops paper in toilet
11. Stands up
12. Pulls up underwear
13. Pulls up pants
14. Flushes toilet
15. Washes hands
16. Exits bathroom
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Task Analysis
Student: ____________________ Target Skill: _Setting the Table______Prompt: _”Set the table”__________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Gathers Supplies
2. Puts down the placemat
3. Puts the large plate in the center of the placemat
4. Puts the small plate in the upper left hand side of the placemat
5. Put the butter knife on the small plate
6. Places the napkin to the left of the large plate
7. Puts the knife and spoon to the right of the large plate
8. Puts the fork to the left of the large plate on the napkin
9. Puts the dessert spoon and fork horizontally at the top of the large plate
10. Puts the glass to the upper right of the large plate near the tip of the knife
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Task Analysis
Student: ____________________ Target Skill: _Play Activity with Trains
Prompt: _”Time for trains”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Asks peer to play
2. Tells peer, “Let’s play trains”
3. Gives peer at least two tracks
4. Tells peer, “Let’s make a train”
5. Asks peer for train pieces
6. Puts train pieces together with peer’s pieces
7. Asks peer for animals to put on train
8. Moves train around track
9. Tells peer, “Your turn!”
10. Tells peer, “That was fun!”
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Task Analysis
Student: ____________________ Target Skill: _Tying Shoes (Short)____Prompt: _”Tie your shoe”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Grabs one lace in each hand
2. Pulls the shoe laces tight with a vertical pull
3. Crosses the shoe laces
4. Pulls the front lace around the back of the other
5. Puts that lace through the hole
6. Tightens the laces with a horizontal pull
7. Makes a bow
8. Tightens the bow
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Task Analysis
Student: ____________________ Target Skill: _Tying shoes (long)_____
Prompt: _”Tie your shoe”__________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Pinches the laces2. Pulls the laces to tighten3. Hangs the ends of the laces
from the corresponding sides of the shoe
4. Picks up the laces in the corresponding hands
5. Lifts the laces above the shoe6. Crosses the right lace over the
left one to form a tepee7. Brings the left lace toward the
student8. Pulls the left lace through the
tepee9. Pulls the laces away from one
another to tighten10. Bends the left lace to form a
loop11. Pinches the loop with the left
hand12. Brings the right lace over the
fingers and around the loop13. Pushes the right lace partially
through the hole to create second loop
14. Pulls the loops away from one another to tighten
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Task Analysis
Student: ____________________ Target Skill: _Dialing 911__________
Prompt: _”Help! Call 911!”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Locates the phone receiver
2. Picks up the receiver
3. Puts receiver to ear
4. Listens for dial tone
5. Uses pointer finger to press the “9” button
6. Uses pointer finger to press the “1” button
7. Presses the “1” button again
8. Waits for the person to answer
9. Tells the person “There is an emergency”
10. Gives address
11. Listens to emergency personnel
12. Answers questions
13. Leaves phone off the hook unless told by the 911 operator to hang up
Task Analysis
Student: ____________________ Target Skill: _Washing Hands (short)_
Prompt: _”Wash your hands”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Turns on cold water
2. Turns on hot water
3. Places hands under water
4. Places one hand under & one hand on soap dispenser
5. Pushes pump down
6. Rubs soap between hands
7. Rubs back of right hand
8. Rubs back of left hand
9. Rinses hands
10. Turns off hot water
11. Turns off cold water
12. Finds paper towels
13. Dries palms of both hands
14. Dries backs of both hands
15. Throws away towels
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Task Analysis
Student: ____________________ Target Skill: _Washing hands (long)__Prompt: _”Wash your hands”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Places right hand on cold water handle
2. Turns on cold water
3. Places left hand on hot water handle
4. Turns on hot water
5. Places right hand on soap pump
6. Places left hand under soap pump
7. Pushes pump down twice
8. Rubs soap between hands for 3 seconds
9. Rubs back of right hand for 3 seconds
10. Rubs back of left hand for 3 seconds
11. Places both hands together under water
12. Rubs palms together under water for 3 seconds
13. Places one hand on top of other hand under water and rubs for 3 seconds
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Task Analysis
14. Rubs opposite hand on top of other hand under water and rubs for 3 seconds
15. Places left hand on hot water handle
16. Turns off hot water
17. Places right hand on cold water handle
18. Turns off cold water
19. Locates paper towel holder
20. Grabs 2 paper towels
21. Rubs palms of both hands
22. Rubs back of one hand
23. Rubs back of other hand
24. Locates trash can
25. Throws paper towels in trash
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Task Analysis
Student: ____________________ Target Skill: _Cut paper in half_____Prompt: __”Cut”_________________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Picks up scissors with non-dominant hand
2. Puts dominant hand thumb in small hole
3. Puts dominant hand middle fingers in large hole
4. Positions dominant hand thumb up
5. Picks up paper with non-dominant hand
6. Orients paper so line is aligned with the scissors
7. Snips on line
8. Stops before scissors are fully closed
9. Opens scissors and moves forward
10. Repeats 7,8, & 9 until paper is cut in half
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Task Analysis
Student: ____________________ Target Skill: Look up word in dictionary (version 1)
Prompt: _”Look up this word”____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Point to target word
2. Opens dictionary to first page in section corresponding to first letter
3. Determines if word is within range of guide words
4. If no, turns pages until target word is within guide word range
5. With word in guide word range, runs finger down page and stops at target word
6. Copies a definition of target word
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Task Analysis
Student: ____________________ Target Skill: Look up word in dictionary (version 2)
Prompt: _”look up this word”_____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Underlines first letter in target word
2. Turns to first page of dictionary starting with first letter
3. Underlines second letter of target word
4. Turns pages of dictionary until first word with first and second letter is located
5. Repeats steps 3 & 4 for subsequent letter until target word is located
6. copies a definition of target word
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Task Analysis
Student: ____________________ Target Skill: _Locate website_______Prompt: _”You can use the internet”
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Presses the computer power button
2. Presses the monitor power button
3. Places hand on the mouse4. Moves the cursor with the
mouse until it points to the Internet Explorer icon
5. Double clicks the Internet Explorer icon
6. Moves the cursor with the mouse to the Google search box
7. Left clicks in the box
8. Types in the search topic of interest
9. Hits the “enter” button on the keyboard
10. Places hand back on the mouse
11. Moves the cursor with the mouse down to the website of choice
12. Single clicks on the website of choice
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Task Analysis
Student: ____________________ Target Skill: Purchase item at Grocery Store
Prompt: _”Go Buy
____”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records:
I Independent, Correct V Verbally PromptedM Modeled, Gesture P Physically Prompted
Step Description of Step Date: Date: Date: Date: Date:
1. Walks to store’s entrance door within 1 minute of start
2. Pauses at entrance door until the automatic door opens
3. Goes through the door(s)
4. Walks in the store
5. Obtains grocery basket
6. Looks around the store
7. Walks in the direction of the item
8. Locates the section (e.g. dairy section in aisle 20)
9. Locates the item (e.g. milk)
10. Locates the correct brand (e.g. Purity)
11. Locates correct size (e.g. 1 gal.)
12. Selects correct type (e.g. 2%)
13. Goes directly to the cashier to
Task Analysis
pay for the item
14. Looks for an available cashier
15. Goes to that lane
16. Waits in line for his/her turn
17. Moves up with the line
18. Puts item on the counter
19. Waits for his/her turn
20. Attends to clerk telling the amount of the purchase
21. Takes money out of his/her pocket or wallet
22. Hands appropriate combination of bills to clerk
23. Waits for clerk to put money in cash register
24. Takes the change from the clerk
25. Places change in his or her pocket or wallet
26. Tells clerk “Thank you”
27. Picks up packages from clerk
28. Walks to the store’s exit door within 1 minute of getting package from clerk
29. Exits store
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Task Analysis
Student Name: ____________________________________ Grade: __________________
Instructional Task:
_____________________________________________________________________________________
_____________________________________________________________________________________
Student Performance: _____________________________________________________________________________________
KEY: I – Independently V – Verbal/signed prompt M – Modeled prompt T – Touch Cue PP- Partial Physical prompt F – Full physical
Task Analysis Steps:
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10.
Task Analysis/Level of Prompting Data Sheet (10 steps)
Notes:
Dat
es
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Task Analysis
Blank Data Sheet
Instructions: List task analyzed skill steps in order starting with step 1 at the bottom of the data sheet. Data is collected from bottom to top of the column by coding level of prompts required for learner to produce a correct response at each step. Once data are collected, teacher can graph data right on the table by counting # of independent responses for the task analyzed skill and marking at the corresponding step # (see completed example on page 16).
Student:________________ Instructor:______________ Location: _____________
Objective: _____________________________________________________________
Prompt codes: I independent / V verbal cue / G gesture / P physical assist
Steps:19.18.17.16.15.14.13.12.11.
10. 9. 8. 7. 6. 5. 4. 3.
2. 1.Date:
Adapted from: Alberto & Troutman, 2006
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Task Analysis
Example of Task Analysis Prerequisites and Long Term PlanningObjective: Given a pair of scissors and a 10cm x 10cm sheet of paper with a 0.5cm line bisecting it, the learner will cut the paper in half without deviating from the line. Criterion: 3/3 trials on 3 consecutive days. Components of Task
(1) Picks up scissors with non-dominant hand. (2) Puts dominant hand thumb in small hole. (3) Puts dominant hand middle finger in large hole. (4) Positions dominant hand thumb up. (5) Picks up paper. (6) Orientates paper so line is parallel to scissors. (7) Snips on line. (8) Stops before scissors fully closed. (9) Opens scissors and moves forward. (10) Repeats (7), (8) and (9) until paper is cut in half.
Hypothetical order of difficulty: (1) Picks up scissors. (2) Snips (paper held by instructor). (4) Snips and holds paper. (3) Opens scissors. (4) Places scissors on dominant hand. (5) Stops before fully closed. (6) Opens scissors and moves forward. (7) Continuously cuts through paper.
Task Complexity (1) Cuts 5cm square with 1cm thick line. (2) Cuts 10cm square with 1cm thick line. (3) Cuts 5cm square with 0.5cm thick line. (4) Cuts 10cm square with 0.5cm thick line.
Prerequisites (This sequence is based on a developmental model and considers the developmental prerequisites for the skill): (1) Brings hands to middle of body. (2) Reaches, grasps, and holds two objects simultaneously. (3) Brings thumb and finger together in opposition to pick up object. (4) Moves thumb and finger apart in opposition to release object. (5) Holds paper without crushing while another person cuts with scissors. (6) Snips paper while held by instructor. (7) Holds paper and snips. (8) Holds paper, cuts (without fully closing scissors and pushes paper forward).
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Task Analysis
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Task Analysis
SourcesMany of the task analysis examples were compiled from the following sources:
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Task Analysis
Carter, M., & Kemp, C. R. (1996). Strategies for task analysis in special education.
Educational Psychology, 16(2), 155.
Goodson, J., Sigafoos, J., O’Reilly, M, Cannella, H., & Lancioni, G.E. (2006). Evaluation
of a video-based error correction procedure for teaching a domestic skill to
individuals with developmental disabilities. Research in Developmental
Disabilities, 28, 458-467.
Liber, D., Frea, W., & Symon, J. (2008). Using time-delay to improve social play skills
with peers for children with autism. Journal of Autism and Developmental
Disorders, 38, 312-323.
Matson, J., Taras, M., Seven, J., Love, S., & Fridley, D. (1990). Teaching self-help skills
to autistic and mentally retarded children. Research in Developmental
Disabilities, 11, 361- 378.
McIntyre, T. (2011). Task Analysis. Retrieved from
http://behavioradvisor.ipower.com/TaskAnalysis.html
Miguel, S. (2008). Potty/toilet sequence (Boy). Retrieved from
http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila
Miguel, S. (2008). Potty/toilet sequence (Girl). Retrieved from
http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila
Ponte, W. (2006). Autism: A sample task analysis in ABA. Retrieved from
http://www.mothering.com/education/autism-sample-task-analysis-aba
Szidon, K., & Franzone, E. (2010). Task Analysis: Online Training Module. (Madison,
WI: National Professional Development Center on Autism Spectrum Disorders,
Task Analysis
Waisman Center, University of Wisconsin). In Ohio Center for Autism and Low
Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org.
Columbus, OH: OCALI.