1. BHCS, LLC 2015 1

2. Task analysis is the process of breaking a skill into smaller, more manageable steps in order to teach the skill. As the smaller steps are mastered, the learner becomes increasingly independent in his or her ability to perform the larger skill. 2

3.  Task analysis is an effective way to plan the teaching of skills that require several steps to be performed in a certain order (chained behaviors) such as telling time, tying shoes, or brushing your teeth, as well as larger more complex tasks (e.g. preparing and serving a meal, or cleaning a bedroom). Definition: Chained behaviors: discrete behaviors that are linked together to perform a more complex behavior. Example: performing a series of actions to prepare for class (e.g., open door, walk in room, sit at desk, get out book, open book to correct page). 3

4.  Task analysis can often be used to take a much larger group of skills (such as those used in a complex vocational task like cleaning a cafeteria) and break them down into phases.  The phases can be taught as smaller sections helping to assist in mastering of the larger task. For example, one might teach a vocational task of cleaning the cafeteria by teaching someone to first prepare materials (phase 1), then clean the cafeteria (phase 2), and last, put away the materials (phase 3). 4

5.  The practice of task analysis can be used to effectively plan for the teaching of academics and life and vocational skills.  Task analysis can be used with children and youth across the autism spectrum (as well as those with other types of disabilities/diagnoses). 5

6.  Task analysis can be used in school, home, or community settings. Generalization of skills is most likely to occur when the skill is taught in multiple settings.  The evidence base shows that task analysis is an effective practice to use at the preschool, elementary, and middle school levels. It is reasonable to assume that it would be an effective practice for older learners, as well. 6

7. Task analysis can be used with a variety of behaviors ranging from:  self-help skills (dressing, eating),  to life skills (shopping at the grocery store),  and even academic skills (writing a research paper). 7

8. An instructor or provider (staff member) task analyzing a skill must first list out the steps, in the correct sequence, necessary to perform the skill. In order to check accuracy, the instructor/staff might read the steps to a colleague and ask them to either perform the task or give feedback on the accuracy of your steps. 8

9. It is also essential to determine the skills a learner must already have in place in order to successfully complete the task analyzed skill. These skills are referred to as prerequisites. For example, one could not teach students to print their names if they have not mastered the skill of holding a pencil. Holding the pencil would be the prerequisite skill that the student would need to engage in the task of printing. Once the prerequisite skills are identified, the instructor/staff should also list any materials that would be necessary to complete the task. 9

10. Once the task analysis has been created, an instructor/staff decides the methods he or she will use to teach the task. There are a number of evidence based practices that can be used in the instruction of a skill that has been task analyzed including, but not limited to: visual schedules, video modeling, social narratives, discrete trial training, pivotal response training, and time delay. After selecting a method, the instructor/staff decides how he or she is going to teach the task. 10

11. The task analyzed skill is taught as a chain of behaviors. There are three main procedures for teaching behaviors in a chain. An instructor/staff might choose to teach the skill in:  a backward chain,  a forward chain,  or as a total task. Deciding the chaining procedure that will be used depends upon the individual learner profile and the task that is being taught. 11

12. In a backward chain, the instructor/staff asks learner to master the steps at the end of the behavioral chain. The instructor/staff provides assistance through the initial steps of the task analysis until he or she gets to the last step that the student is not able to do independently. It is on this last step that the instructor prompts the student to perform the step, and then reinforces the student. When teaching dressing, for example, a teacher might assist a student with putting arms into a t-shirt and placing the shirt over his head. The learner would then be expected to complete the last step identified in the task analysis (pulling the shirt down over his torso) independently in order to be reinforced. After the last step in the task analysis is mastered, each previous step in the chain is added one at a time. An advantage to backward chaining is that the targeted skill leads immediately to the terminal reinforcer connected to completing the whole chain. For example, if you are teaching a learner to use a vending machine, the student obtains the purchased item and can eat or drink it, after the last step of the chain. 12

13. Forward chaining starts by teaching, and reinforcing, the initial steps in the chain first. The instructor/staff finds the first step in the chain that the learner needs to learn and then the instructor/staff works forward through the task analysis. For example, in handwriting, the first targeted step might be to have the student to independently pick the pencil up using a tripod grasp. As he or she masters this first step, the instructor/staff adds the next step in the chain. In a forward chaining approach, the instructor/staff will then guide the learner through the remaining steps of the task analysis. 13

14. The final way to teach chaining is through a total task presentation. 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. The disadvantage to a total task presentation is that the supplemental reinforcers at each step will need to be faded as the learner acquires the skill. It is also important to keep in mind that the instructor/staff needs to plan to provide the strongest reinforcement as the reinforcer applied at the end of the task. 14

15. Selecting a teaching method chaining procedure will depend upon the unique needs of the learner and the type of skill being taught. An instructor/staff will use his or her professional judgment and experience in selecting the most appropriate procedure and method to best teach the task analyzed skill. 15

16. Task analysis is the process of breaking a skill down into smaller, more manageable components. Once a task analysis is complete, it can be used to teach learners with ASD a skill that is too challenging to teach all at once. Other practices, such as discrete trial training, video modeling, and reinforcement, can be used to teach the individual steps, building one upon another, until the skill is complete. 16

17. Using the learner's assessments (FBA, etc) and Plan for in home services (behavior plan, etc) as a guide for developing goals, staff/therapists should identify the skill(s) that the learner needs to acquire. The target skill should consist of a series of chained discrete steps. A single independent skill is not appropriate for task analysis, nor is a task with multiple variables and/or outcomes. 17

18. Of course, all instruction should be individualized. For example, a skill that may be too complex for one learner may be manageable for another. Skills that require a task analysis typically consist of multiple parts that come together to make up a larger skill (e.g., washing dishes, putting on a coat). 18

19. Task analysis is frequently used to teach self-help and other adaptive skills. 19

20.  Staff/Therapists determine whether the learner has the required prerequisite skills needed to learn the task.  Staff/Therapists define the necessary materials needed to teach the task. 20

21. Using the learner's present level of performance (baseline data previously collected from observation, assessment, parent report), staff/therapists should identify the prerequisite skills that are necessary for the learner to have in order to perform the target skill. Often this is done by collecting baseline data on performance of the target skill. The skills that are already mastered do not need to be included as part of the task analysis. 21

22. Once the prerequisite skills are identified, the instructor/staff can decide how much detail the task analysis will include. For example, if he or she is teaching coin counting, the staff would first assess whether learner could identify coins and their values and whether he or she could count by 1's, 5's and 10's. These skills are the prerequisites to coin counting. If the prerequisite skills are not mastered, they should be included as part of the task analysis. Sometimes, if there are too many prerequisite skills that need to be learned, the target skill itself might need to be changed. In the example of coin counting, if a learner does not identify coins and their values and/or counting by 1's, 5's, and 10's, these skills should be taught before teaching the skill of coin counting. 22

23. After identifying the learner's prerequisite skills and the skills that need to be taught, the instructor/staff should identify the materials he or she will need to teach the task. The materials will depend on the unique needs of the learner as well as the resources available to the instructor. For coin counting, one might select a set of simulated coins, purchasing items, and worksheets. If the students have difficulty generalizing skills to in vivo environments, the instructor might choose to use real coins, and practice purchasing items in school and community based instruction settings. 23

24. In Step 3, staff/therapists break the skill down into smaller steps so that a learner can successfully demonstrate the skill by following the steps. Staff/Therapists break up the target skill into more manageable parts by: *completing the skill themselves and recording each step; or *observing another person (in real time or via video) complete the activity and record the steps. Staff/therapists confirm that each part consists of a single, individual skill. 24

25. (Goodson et al., 2006) Setting the Table  Puts down the placemat  Places the large plate in the center of the placemat  Puts the small plate in the upper left hand side of the placemat  Puts the butter knife on the small plate  Places the napkin to the left of the large plate  Puts the knife and spoon to the right of the large plate  Puts the fork to the left of the large plate on the napkin  Puts the dessert spoon and fork horizontally at the top of the large plate  Puts the glass to the upper right of the large plate near the tip of the knife 25

26.  In Step 4, staff/therapists confirm that the steps of the target skill are represented accurately and completely. Staff/therapists confirm that the task is completely analyzed by having someone follow the steps exactly. 26

27. By having a colleague or another person follow the steps of the task analysis, staff can make certain that all steps of the skill are included and that the end result is accurate and complete. Even if a skill is relatively simple, it is easy to leave out steps. Having another person follow the steps exactly as written confirms whether the task analysis is accurate. If needed, staff revise the steps based on the feedback obtained through the trial. 27

28. In Step 5, staff decide how the steps identified in the task analysis will be taught. In deciding, staff needs to decide whether the task is manageable or needs to be broken down into phases, the procedure they will use for chaining the behavior (total task, backwards, or forward chaining), and the evidence- based practice they will use to teach the skill. Before making these decisions, it is important to consider learner differences, goals, and experiences. Using professional judgment and understanding the learner's individual needs are important when selecting the most appropriate evidence-based practice and implementation strategy. 28

29. Staff select the appropriate teaching method by matching the method to:  the learner's temperament;  the learner's learning style;  the history of what has and has not worked for this learner;  the learner's assessment and In home Plan; and  the environments within which the learner functions. 29

30. Staff present the steps of the task analysis to learners in an age and developmentally-appropriate manner.  Staff must decide how the steps of the task analysis will be represented for learners.  A learner who reads may have the steps written out.  Another learner may require pictures to represent the steps.  Yet another learner may benefit from a video model.  Regardless of the format, the steps should be provided in an efficient, clearly understood manner that does not attract undue attention to learners. 30

31.  As noted in Step 5, a number of evidence-based practices, including prompting and reinforcement, may be appropriate for teaching specific skills.  Resources (steps, implementation checklists, and data collection sheets) developed by the National Professional Development Center on ASD are available to assist in teaching skills and monitoring learner progress. http://autismpdc.fpg.unc.edu/ 31

32.  Staff/therapists implement the evidence- based practices identified as appropriate to teach the target skills using the steps for implementation and implementation checklist for the selected practices.  Staff/Therapists follow appropriate data collection procedures to monitor learner progress for the specific evidence-based practices chosen to teach the target skills. 32

33.  Stay in close communication with your supervisor-talk at least once per week. Staying in touch will really help you better understand your role and do your work as a behavioral coach  Expect to encounter REFUSAL when you begin to try to teach a task.  Remember, this takes time. Be PERSISTENT, Use continual PROMPTING, and use SUCCESSIVE TRIALS 33

34.  Don’t be surprised: Behavior is always changing. What you are working on with a client may be a moving target and that is OK! Discuss with your supervisor.  Be familiar with the documents in the Binder  Some of the most common skills to work on for task analysis: ◦ Showering ◦ Completing homework ◦ Brushing teeth 34

35.  Learn to understand what type of learner the person is prior to trying to teach a skill: ◦ Auditory ◦ Visual ◦ Kinesthetic USE TEACHING METHODS THAT WORK WELL FOR THAT TYPE OF LEARNER 35

36.  Data collection sheets and examples of a task broken down into steps will be provided to you separately from this power point training  Please take the quiz for this training module  Work with your supervisor to develop task analysis of specific skills for the clients you work with and begin to collect data for those skills 36

37.  Task analysis is the process of breaking a skill into smaller, more manageable steps in order to teach the skill.  Task analysis can be used to teach communication, life, and vocational skills, as well as academics, to learners with ASD.  Task analyzing a skill requires choosing a task, assessing the learner's prerequisite skills, breaking the task into steps (and sometimes phases), choosing a method of instruction, teaching the task, and monitoring learners' progress on a regular basis. 37

38.  Q. What types of skills are appropriate to task analyze?  A. Task analysis is a flexible tool that can be used to teach many different kinds of skills. The evidence base demonstrates effective use of task analysis in teaching social skills, self help skills, and life skills.  Q. How many steps should I write down when I do a task analysis?  A. Because task analysis is a starting place in many teaching practices, it has broad applications in instructional design. There are no set rules on how many steps are involved in a task. An instructor has to use his or her best professional judgment in designing a task analysis that will benefit the targeted learner. It is essential that the task analysis contains all the most important steps needed for the learner to correctly perform the task. If the task design is complex, instructors will often break the analysis down into phases in order to teach the complex task in a series of manageable chunks. 38

39.  Q. My client always forgets to turn in his homework. How would a task analysis help him?  A. Task analysis can be a useful tool for teaching daily routines. The staff first needs to determine the child's prerequisite skills in order to write an effective task analysis. In the case of a client forgetting to turn in homework, it is first important to gather information about which steps in the task are being missed or forgotten. A staff can do this by observing the child, gathering information from teachers and parents, and even interviewing the child. Once the staff has the information needed, they can create a list of behaviors that are required to complete and turn in homework for the individual setting. After creating and verifying the steps needed, the staff can select the instructional strategy. Based on their knowledge of the child and their particular difficulty with homework, this might take the form of a social narrative, visual strategy, self management tool, or video model. 39

40. Szidon, K., & Franzone, E. (2010). Task Analysis: Online Training Module. (Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI. Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin Benjamin Franklin Benjamin Franklin 40