Task Analysis Strategies and Practices Access to Develop Students with Low Functioning Autism in Vocational Skills

Supattra W. Andrade, M.A.Jittirat Tadthiemrom, Assistant Prof.

Weeramol Locharoenrat, B.A.

Kasetsart University Laboratory School, ThailandUniversity of Northern Colorado, USA

AbstractThis classroom action research was to

investigate task analysis to support four students with low functioning autism (ASD) in acquiring vocational skills and developing their independent work. Data was collected during observation through opened-ended questions using a semi-structured interview.

Data analysis focused on the perceptions of a special education teacher since applying the task analysis strategy in 2005 and follow-up with the outcomes until the in 2010. The results showed the benefits of task analysis to support students with ASD to complete complex products with responsibility and showed their positive performances during vocational training.

Project Purpose

1. Applying task analysis strategy to develop the vocational skills of four students with low functioning autism in 2005.2. Follow-up with the outcomes of task analysis that impacted these students’ learning achievements and performances in vocational skills class during 2010.

Overview of the Research

The use of complex instructions can be difficult for students with autism to follow when acquiring new knowledge or skills. However, these students can succeed in learning with an appropriate set of instructions for their process learning. Task analysis is a suitable strategy which is designed to develop the explicit description of tasks and break down the structure of a job into smaller steps (Mark & Coral, 1996). The students with ASD would be able to follow the directions and complete complex hand made products with their responsibilities.

Research’s questions

1. Does the task analysis strategy provide an effective implementation to develop students with low functioning autism in vocational skills?

2. What needs to be modified in the task analysis for increasing the quality of the strategy?

3. Does the task analysis support the students with low functioning autism to increase their appropriate behavior?

4. Does the task analysis support long-term learning for students with low functioning autism to become successful in independent living skills?

Methodology•Research design : This action classroom

research focused on studying two main elements:

(1) Investigating: Focused on the effects of task analysis that could impact to enhance the development of the four case studies.

(2) Following the outcomes: Focused on understanding the perceptions and ideas of the special education teacher’s long-term outcomes of task analysis strategy for developing the students’ performances of process learning in vocational training.

Methodology

Participants :1. Investigating the task analysis strategy :

- Four male participants - Diagnosed with autism spectrum

disorder with low functioning performances 2. Follow-up with the outcomes of students’ performances :

A special education teacher who has been teaching and observing these four students with low functioning autism in vocational training for more than five years.

Methodology

•Data collection:Focusing on observation of the task analysis strategy which effected the student’s developmental learning. Additionally, following the outcomes of students’ performances by a using semi-structured interview of the special education teacher (Merriam, 2009).

•Data Analysis: Using narrative interpretation of the data collection from observation and the interview of a special education teacher for discussing the outcomes of long-term learning in each individual student’s improvement.

Case Study 1: Difficulty to control emotions and behaviors when frustrated. He also rejected to complete work when he received any complex directions.

Follow up in 2010 2006 -2007

- Showed strong progression in work and completed tasks regularly by himself.

- Enjoyed making and selling the candles at the school festival.

- Developed appropriate behaviors and emotions.

2008 - Changed to be more aggressive and refused

to collaborate during work seriously. ( hypothesis - behavioral change because of his puberty). Finally, his parents decided to withdraw him from the school in the second semester of the 2008 school year.

Case Study 2 : Over sensitivity to sounds and sights that impede his abilities to pay attention to following directions.

Follow up in 2010 2006 through current year

- Completed his work but needs the motivation from the teacher to keep him on task- Required assistance for estimating the quantity of sand. He was happy to sell his product at the school’s annual festival. - Enhanced his abilities to work independently.

- Developed his creative design and responsibilities. - Increased the communication skills and social interaction with teachers and peers instead of being non-responsive.

Case Study 3: Over reactivity to movement and under sensitivity to touch, severe active movements and easily distracted by tactile input

Follow up in 2010 2006 through current year

- Completed the task by himself but always hurried to complete his task an did not completely follow directions. - Improved his behavior while working.- Showed strong development of his attention while working and reduced his sensory dysfunction during vocational class. - Needed less support. The teachers must watch him only when pouring the jelly in the glass, for school safety.- Showed high abilities of vocation skills.

Case Study 4 : Lacks abilities of language and communication skills, severe emotional management and behavior challenges.

Follow up 2010

2006 through current year- Showed independent working and completed work by himself. - Improved language and communication skills. - Requested the items that he wanted to decorate his candles with.- Enjoyed working and showed creative design.

- Developed high responsibilities.

ConclusionThe results of this study indicated that task

analysis could enhance the effectiveness of the abilities to develop vocational skills for four students with low functioning autism. The benefits of this strategy contributed to developing five main performances that were required in the vocational training including: (1) following instructions, (2) working independently, (3) using appropriate language, (4) increasing appropriate behaviors, and (5) completing tasks.

However, the task analysis would be more effective by combining it with visual support. The students would have opportunity to increase their individual self-esteem and responsibilities to prepare their future living in the community.

References

• Mark, C., & Coral, K. (1996). Strategies for task analysis in special education. Educational Psychology, 16, 155-170.

• Merriam, S. (2010). Qualitative research: A guide to design and implementation. Revised and Expanded from qualitative research and case study applications in education. San Francisco: Jossey-Bass.