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Task Analysis is a list of written out steps that contain all of the
components necessary to complete the task
When creating a task analysis:
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Task Analysis often goes hand in hand with chaining!
Creation of a complex behavior by combining simple behaviors already in the child’s repertoire into a sequence of behaviors called a chain.
Hand Washing
File Folder Tasks
Playing a game with a peer
Making a PB&J sandwich
STEPS
Ava has difficulty kicking the kickball while playing with the class during recess and physical education class. The steps in her shaping program were on separate index cards, but you dropped them and now they are in the wrong order. Place them in the correct order.
Teach the complex skill from beginning to end. The student performs the first skill independently and is then prompted through the rest of the task. Once the first step is mastered, the the second step is taught to independence. This continues until all steps are completed independently
Pair up with one or two other people and create a Task Analysis for a skill and decide how you're going to teach it!
a. Ava will run to an approaching ball rolled slowly by the teacher and kick it firmly.
b. Ava will stand in place and kick a stationary ball.
c. Ava will run to a quickly approaching ball that has 'spin' on it and kick it firmly.
d. Ava will stand in place and firmly kick a slowly approaching ball rolled by the teacher.
e. Ava will run to an approaching ball rolled quickly by another student and kick it firmly.
You focus on teaching the last step of the sequence first and then moving backwards through the sequence with the learner performing the last steps independently.
This is a simple hand washing
task analysis I have used in
my classroom for many years!
Remember!
When creating a task analysis,
do all the steps yourself, or
have a student help you, so you
don't forget any steps!
Steps:
1. Identify a desired behavior.Determine the final goal!
2. Identify the student's present levels for the behavior.
3. List the steps that will eventually take the student from his/her present level of performance to the final desired behavior. These levels of skill should be progressively more demanding.
4.Tell the student that s/he must accomplish step 1 to receive the reward.
5. Once the student has mastered a specified behavior, require that s/he demonstrate the next stage of behavior in order to receive a reward.