INSTRUCTION ON HOW TO CREATE A TASK

ANALYSIS

Krista Hendricks

EDCI 560

Project 4

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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.

Task analysis for morning routine

VIDEO EXAMPLE

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.

CONGRATULATIONS

You have completed the lesson!!!!

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