1. INSTRUCTION ON HOW TO CREATE A TASK ANALYSIS Krista Hendricks EDCI 560 Project 4

2. BUTTONS This button takes you back one screen This button moves you forward one screen

3. 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 1 Step 2 Step 3 Step 4 Step 5 Step 6

4. PURPOSE OF A TASK ANALYSIS 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 determine the instructional goals and objectives

5. WHO BENEFITS FROM TASK ANALYSIS 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).

6. 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 a b b c c d d Try Again Correct Try Again

7. 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. True False Correct Try Again

8. 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; 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;

9. CREATING A TASK ANALYSIS Considerations Some task analyses have a limited number of steps but these steps may be broken down into subtasks Age Disability Skill Level Prior Experience

10. 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

11. EXAMPLE TASK ANALYSIS FOR BRUSHING TEETH Step1Step 2 Step 5Step 6 Step 9Step 10 Step 13 Step 14 Step 3Step 4 Step 7Step 8 Step 11Step 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!

12. 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.

13. Task analysis for morning routine VIDEO EXAMPLE

14. CHAINING O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". Forward Chaining Backward Chaining Total Chaining

15. 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.

16. 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!

17. 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.

18. LETS TEST YOUR KNOWLEDGE Question 1 Which one of these is not a consideration when creating a task analysis? Age Skill level Height Disability Prior experience a a b b c c d d e e Try Again Correct

19. 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 a b b c c Try Again Correct

20. 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 correct Check 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. 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.

21. CONGRATULATIONS You have completed the lesson!!!!

22. REFERENCES http://autismpdc.fpg.unc.edu/content/task-analysis http://www.behavioradvisor.com/TaskAnalysis.html YouTube Video: http://www.youtube.com/watch?v=qGbie9K0M0g http://www.youtube.com/watch?v=qGbie9K0M0g Photos taken form clip art