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Table of Contents: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
Blank Task Analysis Brushing Teeth Using the Bathroom Setting the Table Peer Play with Trains Tying Shoe (1) Tying Shoe (2) Dialing 911 Washing Hands (1) Washing Hands (2) Cutting Paper Using Dictionary (1) Using Dictionary (2) Locating Website Purchasing Item in Grocery Store Alternative Task Analysis Format Prerequisite and Long Term Planning Goal Example Bathroom Visual Supports
Austin, K. M. (2011). Task analysis supplement. Richmond, VA: Virginia National Professional Development Center on Autism Spectrum Disorders Summer Institute.
Task Analysis Student: ____________________
Target Skill: _____________________ Prompt: _______________________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
Date:
Date:
Date:
Date:
Date:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
1
Task Analysis Student: ____________________
Target Skill: __Brushing Teeth______ Prompt: _”Brush your teeth”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Obtains materials
2.
Takes cap off toothpaste
3.
Puts paste on brush
4.
Replaces toothpaste cap
5.
Wets brush
6.
Brushes left outer surfaces
7.
Brushes front outer surfaces
8.
Brushes right outer surfaces
9.
Brushes lower right chewing surfaces Brushes lower left chewing surfaces Brushes upper left chewing surfaces Brushes upper right chewing surfaces Brushes upper right inside surfaces Brushes upper front inside surfaces Brushes upper left inside surfaces
10. 11. 12. 13. 14. 15.
Date:
Date:
Date:
Date:
Date:
2
Task Analysis 16.
20.
Brushes lower left inside surfaces Brushes lower front inside surfaces Brushes lower right inside surfaces Spits out excess toothpaste in sink Turns on water
21.
Fills cup with water
22.
Rinses mouth
23.
Rinses toothbrush
24.
Turns off water
25.
Wipes mouth and hands with towel Returns materials
17. 18. 19.
26.
2
Task Analysis Student: ____________________
Target Skill: _Using the Bathroom___ Prompt: _”Go to the bathroom”____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Goes to the bathroom
2.
Closes bathroom door
3.
Pulls down pants
4.
Pulls down underwear
5.
Sits on toilet
6.
Voids in toilet
7.
Reaches for toilet paper holder
8.
Takes 5 pieces of toilet paper
9.
Wipes with toilet paper
10.
Drops paper in toilet
11.
Stands up
12.
Pulls up underwear
13.
Pulls up pants
14.
Flushes toilet
15.
Washes hands
16.
Exits bathroom
Date:
Date:
Date:
Date:
Date:
3
Task Analysis Student: ____________________
Target Skill: _Setting the Table______ Prompt: _”Set the table”__________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Gathers Supplies
2.
Puts down the placemat
3.
Puts the large plate in the center of the placemat Puts the small plate in the upper left hand side of the placemat Put 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
4.
5. 6. 7. 8. 9.
10.
Date:
Date:
Date:
Date:
Date:
4
Task Analysis Student: ____________________
Target Skill: _Play Activity with Trains Prompt: _”Time for trains”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Asks peer to play
2.
Tells peer, “Let’s play trains”
3.
Gives peer at least two tracks
4.
Tells peer, “Let’s make a train”
5.
Asks peer for train pieces
6.
Puts train pieces together with peer’s pieces
7.
Asks peer for animals to put on train
8.
Moves train around track
9.
Tells peer, “Your turn!”
10.
Tells peer, “That was fun!”
Date:
Date:
Date:
Date:
Date:
5
Task Analysis Student: ____________________
Target Skill: _Tying Shoes (Short)____ Prompt: _”Tie your shoe”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Grabs one lace in each hand
2.
Pulls the shoe laces tight with a vertical pull
3.
Crosses the shoe laces
4.
Pulls the front lace around the back of the other
5.
Puts that lace through the hole
6.
Tightens the laces with a horizontal pull
7.
Makes a bow
8.
Tightens the bow
Date:
Date:
Date:
Date:
Date:
6
Task Analysis Student: ____________________
Target Skill: _Tying shoes (long)_____ Prompt: _”Tie your shoe”__________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1. 2. 3.
4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
14.
Description of Step
Date:
Date:
Date:
Date:
Date:
Pinches the laces Pulls the laces to tighten Hangs the ends of the laces from the corresponding sides of the shoe Picks up the laces in the corresponding hands Lifts the laces above the shoe Crosses the right lace over the left one to form a tepee Brings the left lace toward the student Pulls the left lace through the tepee Pulls the laces away from one another to tighten Bends the left lace to form a loop Pinches the loop with the left hand Brings the right lace over the fingers and around the loop Pushes the right lace partially through the hole to create second loop Pulls the loops away from one another to tighten 7
Task Analysis Student: ____________________
Target Skill: _Dialing 911__________ Prompt: _”Help! Call 911!”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Locates the phone receiver
2.
Picks up the receiver
3.
Puts receiver to ear
4.
Listens for dial tone
5.
7.
Uses pointer finger to press the “9” button Uses pointer finger to press the “1” button Presses the “1” button again
8.
Waits for the person to answer
9.
Tells the person “There is an emergency” Gives address
6.
10. 11. 12. 13.
Listens to emergency personnel Answers questions Leaves phone off the hook unless told by the 911 operator to hang up
Date:
Date:
Date:
Date:
Date:
Task Analysis
Student: ____________________
Target Skill: _Washing Hands (short)_ Prompt: _”Wash your hands”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Turns on cold water
2.
Turns on hot water
3.
Places hands under water
4. 5.
Places one hand under & one hand on soap dispenser Pushes pump down
6.
Rubs soap between hands
7.
Rubs back of right hand
8.
Rubs back of left hand
9.
Rinses hands
10.
Turns off hot water
11.
Turns off cold water
12.
Finds paper towels
13.
Dries palms of both hands
14.
Dries backs of both hands
15.
Throws away towels
Date:
Date:
Date:
Date:
Date:
8
Task Analysis Student: ____________________
Target Skill: _Washing hands (long)__ Prompt: _”Wash your hands”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Description of Step
Date:
Date:
Date:
Date:
Date:
Places right hand on cold water handle Turns on cold water Places left hand on hot water handle Turns on hot water Places right hand on soap pump Places left hand under soap pump Pushes pump down twice Rubs soap between hands for 3 seconds Rubs back of right hand for 3 seconds Rubs back of left hand for 3 seconds Places both hands together under water Rubs palms together under water for 3 seconds Places one hand on top of other hand under water and rubs for 3 seconds 9
Task Analysis 14.
15. 16. 17.
Rubs opposite hand on top of other hand under water and rubs for 3 seconds Places left hand on hot water handle Turns off hot water
18.
Places right hand on cold water handle Turns off cold water
19.
Locates paper towel holder
20.
Grabs 2 paper towels
21.
Rubs palms of both hands
22.
Rubs back of one hand
23.
Rubs back of other hand
24.
Locates trash can
25.
Throws paper towels in trash
9
Task Analysis Student: ____________________
Target Skill: _Cut paper in half_____ Prompt: __”Cut”_________________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Description of Step
Date:
Date:
Date:
Date:
Date:
Picks up scissors with nondominant hand Puts dominant hand thumb in small hole Puts dominant hand middle fingers in large hole Positions dominant hand thumb up Picks up paper with nondominant hand Orients paper so line is aligned with the scissors Snips on line Stops before scissors are fully closed Opens scissors and moves forward Repeats 7,8, & 9 until paper is cut in half
10
Task Analysis Student: ____________________
Target Skill: Look up word in dictionary (version 1) Prompt: _”Look up this word”____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Point to target word
2.
Opens dictionary to first page in section corresponding to first letter Determines if word is within range of guide words
3.
4.
5.
6.
Date:
Date:
Date:
Date:
Date:
If no, turns pages until target word is within guide word range With word in guide word range, runs finger down page and stops at target word Copies a definition of target word
11
Task Analysis Student: ____________________
Target Skill: Look up word in dictionary (version 2) Prompt: _”look up this word”_____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Underlines first letter in target word
2.
Turns to first page of dictionary starting with first letter Underlines second letter of target word
3.
4.
5.
6.
Date:
Date:
Date:
Date:
Date:
Turns pages of dictionary until first word with first and second letter is located Repeats steps 3 & 4 for subsequent letter until target word is located copies a definition of target word
12
Task Analysis Student: ____________________
Target Skill: _Locate website_______ Prompt: _”You can use the internet”
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1. 2. 3. 4.
5. 6.
7. 8. 9. 10. 11.
12.
Description of Step
Date:
Date:
Date:
Date:
Date:
Presses the computer power button Presses the monitor power button Places hand on the mouse Moves the cursor with the mouse until it points to the Internet Explorer icon Double clicks the Internet Explorer icon Moves the cursor with the mouse to the Google search box Left clicks in the box Types in the search topic of interest Hits the “enter” button on the keyboard Places hand back on the mouse Moves the cursor with the mouse down to the website of choice Single clicks on the website of choice
13
Task Analysis Student: ____________________
Target Skill: Purchase item at Grocery Store Prompt: _”Go Buy ____”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1.
Description of Step
3.
Walks to store’s entrance door within 1 minute of start Pauses at entrance door until the automatic door opens Goes through the door(s)
4.
Walks in the store
5.
Obtains grocery basket
6.
Looks around the store
7.
Walks in the direction of the item Locates the section (e.g. dairy section in aisle 20) Locates the item (e.g. milk)
2.
8. 9. 10. 11.
Locates the correct brand (e.g. Purity) Locates correct size (e.g. 1 gal.)
12.
Selects correct type (e.g. 2%)
13.
Goes directly to the cashier to pay for the item
Date:
Date:
Date:
Date:
Date:
14
Task Analysis 14.
Looks for an available cashier
15.
Goes to that lane
16.
Waits in line for his/her turn
17.
Moves up with the line
18.
Puts item on the counter
19.
Waits for his/her turn
20.
26.
Attends to clerk telling the amount of the purchase Takes money out of his/her pocket or wallet Hands appropriate combination of bills to clerk Waits for clerk to put money in cash register Takes the change from the clerk Places change in his or her pocket or wallet Tells clerk “Thank you”
27.
Picks up packages from clerk
28.
Walks to the store’s exit door within 1 minute of getting package from clerk Exits store
21. 22. 23. 24. 25.
29.
14
Task Analysis Student Name: ____________________________________
Grade: __________________
Instructional Task: _____________________________________________________________________________________ _____________________________________________________________________________________ Student Performance: _____________________________________________________________________________________
Task Analysis Steps:
V – Verbal/signed prompt PP- Partial Physical prompt
M – Modeled prompt F – Full physical
Dates
KEY: I – Independently T – Touch Cue
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Notes:
Task Analysis/Level of Prompting Data Sheet (10 steps)
15
Task Analysis Blank Data Sheet Instructions: List task analyzed skill steps in order starting with step 1 at the bottom of the data sheet. Data is collected from bottom to top of the column by coding level of prompts required for learner to produce a correct response at each step. Once data are collected, teacher can graph data right on the table by counting # of independent responses for the task analyzed skill and marking at the corresponding step # (see completed example on page 16). Student:________________ Instructor:______________ Location: _____________ Objective: _____________________________________________________________ Prompt codes: I independent / V verbal cue / G gesture / P physical assist Steps: 19. 18. 17. 16. 15. 14. 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Date: Adapted from: Alberto & Troutman, 2006 16
Task Analysis Example of Task Analysis Prerequisites and Long Term Planning Objective: Given a pair of scissors and a 10cm x 10cm sheet of paper with a 0.5cm line bisecting it, the learner will cut the paper in half without deviating from the line. Criterion: 3/3 trials on 3 consecutive days. Components of Task (1) Picks up scissors with non-dominant hand. (2) Puts dominant hand thumb in small hole. (3) Puts dominant hand middle finger in large hole. (4) Positions dominant hand thumb up. (5) Picks up paper. (6) Orientates paper so line is parallel to scissors. (7) Snips on line. (8) Stops before scissors fully closed. (9) Opens scissors and moves forward. (10) Repeats (7), (8) and (9) until paper is cut in half. Hypothetical order of difficulty: (1) Picks up scissors. (2) Snips (paper held by instructor). (4) Snips and holds paper. (3) Opens scissors. (4) Places scissors on dominant hand. (5) Stops before fully closed. (6) Opens scissors and moves forward. (7) Continuously cuts through paper. Task Complexity (1) Cuts 5cm square with 1cm thick line. (2) Cuts 10cm square with 1cm thick line. (3) Cuts 5cm square with 0.5cm thick line. (4) Cuts 10cm square with 0.5cm thick line. Prerequisites (This sequence is based on a developmental model and considers the developmental prerequisites for the skill): (1) Brings hands to middle of body. (2) Reaches, grasps, and holds two objects simultaneously. (3) Brings thumb and finger together in opposition to pick up object. (4) Moves thumb and finger apart in opposition to release object. (5) Holds paper without crushing while another person cuts with scissors. (6) Snips paper while held by instructor. (7) Holds paper and snips. (8) Holds paper, cuts (without fully closing scissors and pushes paper forward).
17
Task Analysis
18
Task Analysis
Sources Many of the task analysis examples were compiled from the following sources: 18
Task Analysis
Carter, M., & Kemp, C. R. (1996). Strategies for task analysis in special education. Educational Psychology, 16(2), 155. Goodson, J., Sigafoos, J., O’Reilly, M, Cannella, H., & Lancioni, G.E. (2006). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28, 458-467. Liber, D., Frea, W., & Symon, J. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. Matson, J., Taras, M., Seven, J., Love, S., & Fridley, D. (1990). Teaching self-help skills to autistic and mentally retarded children. Research in Developmental Disabilities, 11, 361- 378. McIntyre, T. (2011). Task Analysis. Retrieved from http://behavioradvisor.ipower.com/TaskAnalysis.html Miguel, S. (2008). Potty/toilet sequence (Boy). Retrieved from http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila Miguel, S. (2008). Potty/toilet sequence (Girl). Retrieved from http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila Ponte, W. (2006). Autism: A sample task analysis in ABA. Retrieved from http://www.mothering.com/education/autism-sample-task-analysis-aba Szidon, K., & Franzone, E. (2010). Task Analysis: Online Training Module. (Madison, WI: National Professional Development Center on Autism Spectrum Disorders,
Task Analysis Waisman Center, University of Wisconsin). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.
Blank Task Analysis Brushing Teeth Using the Bathroom Setting the Table Peer Play with Trains Tying Shoe (1) Tying Shoe (2) Dialing 911 Washing Hands (1) Washing Hands (2) Cutting Paper Using Dictionary (1) Using Dictionary (2) Locating Website Purchasing Item in Grocery Store Alternative Task Analysis Format Prerequisite and Long Term Planning Goal Example Bathroom Visual Supports
Austin, K. M. (2011). Task analysis supplement. Richmond, VA: Virginia National Professional Development Center on Autism Spectrum Disorders Summer Institute.
Task Analysis Student: ____________________
Target Skill: _____________________ Prompt: _______________________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
Date:
Date:
Date:
Date:
Date:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
1
Task Analysis Student: ____________________
Target Skill: __Brushing Teeth______ Prompt: _”Brush your teeth”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Obtains materials
2.
Takes cap off toothpaste
3.
Puts paste on brush
4.
Replaces toothpaste cap
5.
Wets brush
6.
Brushes left outer surfaces
7.
Brushes front outer surfaces
8.
Brushes right outer surfaces
9.
Brushes lower right chewing surfaces Brushes lower left chewing surfaces Brushes upper left chewing surfaces Brushes upper right chewing surfaces Brushes upper right inside surfaces Brushes upper front inside surfaces Brushes upper left inside surfaces
10. 11. 12. 13. 14. 15.
Date:
Date:
Date:
Date:
Date:
2
Task Analysis 16.
20.
Brushes lower left inside surfaces Brushes lower front inside surfaces Brushes lower right inside surfaces Spits out excess toothpaste in sink Turns on water
21.
Fills cup with water
22.
Rinses mouth
23.
Rinses toothbrush
24.
Turns off water
25.
Wipes mouth and hands with towel Returns materials
17. 18. 19.
26.
2
Task Analysis Student: ____________________
Target Skill: _Using the Bathroom___ Prompt: _”Go to the bathroom”____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Goes to the bathroom
2.
Closes bathroom door
3.
Pulls down pants
4.
Pulls down underwear
5.
Sits on toilet
6.
Voids in toilet
7.
Reaches for toilet paper holder
8.
Takes 5 pieces of toilet paper
9.
Wipes with toilet paper
10.
Drops paper in toilet
11.
Stands up
12.
Pulls up underwear
13.
Pulls up pants
14.
Flushes toilet
15.
Washes hands
16.
Exits bathroom
Date:
Date:
Date:
Date:
Date:
3
Task Analysis Student: ____________________
Target Skill: _Setting the Table______ Prompt: _”Set the table”__________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Gathers Supplies
2.
Puts down the placemat
3.
Puts the large plate in the center of the placemat Puts the small plate in the upper left hand side of the placemat Put 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
4.
5. 6. 7. 8. 9.
10.
Date:
Date:
Date:
Date:
Date:
4
Task Analysis Student: ____________________
Target Skill: _Play Activity with Trains Prompt: _”Time for trains”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Asks peer to play
2.
Tells peer, “Let’s play trains”
3.
Gives peer at least two tracks
4.
Tells peer, “Let’s make a train”
5.
Asks peer for train pieces
6.
Puts train pieces together with peer’s pieces
7.
Asks peer for animals to put on train
8.
Moves train around track
9.
Tells peer, “Your turn!”
10.
Tells peer, “That was fun!”
Date:
Date:
Date:
Date:
Date:
5
Task Analysis Student: ____________________
Target Skill: _Tying Shoes (Short)____ Prompt: _”Tie your shoe”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Grabs one lace in each hand
2.
Pulls the shoe laces tight with a vertical pull
3.
Crosses the shoe laces
4.
Pulls the front lace around the back of the other
5.
Puts that lace through the hole
6.
Tightens the laces with a horizontal pull
7.
Makes a bow
8.
Tightens the bow
Date:
Date:
Date:
Date:
Date:
6
Task Analysis Student: ____________________
Target Skill: _Tying shoes (long)_____ Prompt: _”Tie your shoe”__________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1. 2. 3.
4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
14.
Description of Step
Date:
Date:
Date:
Date:
Date:
Pinches the laces Pulls the laces to tighten Hangs the ends of the laces from the corresponding sides of the shoe Picks up the laces in the corresponding hands Lifts the laces above the shoe Crosses the right lace over the left one to form a tepee Brings the left lace toward the student Pulls the left lace through the tepee Pulls the laces away from one another to tighten Bends the left lace to form a loop Pinches the loop with the left hand Brings the right lace over the fingers and around the loop Pushes the right lace partially through the hole to create second loop Pulls the loops away from one another to tighten 7
Task Analysis Student: ____________________
Target Skill: _Dialing 911__________ Prompt: _”Help! Call 911!”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Locates the phone receiver
2.
Picks up the receiver
3.
Puts receiver to ear
4.
Listens for dial tone
5.
7.
Uses pointer finger to press the “9” button Uses pointer finger to press the “1” button Presses the “1” button again
8.
Waits for the person to answer
9.
Tells the person “There is an emergency” Gives address
6.
10. 11. 12. 13.
Listens to emergency personnel Answers questions Leaves phone off the hook unless told by the 911 operator to hang up
Date:
Date:
Date:
Date:
Date:
Task Analysis
Student: ____________________
Target Skill: _Washing Hands (short)_ Prompt: _”Wash your hands”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Turns on cold water
2.
Turns on hot water
3.
Places hands under water
4. 5.
Places one hand under & one hand on soap dispenser Pushes pump down
6.
Rubs soap between hands
7.
Rubs back of right hand
8.
Rubs back of left hand
9.
Rinses hands
10.
Turns off hot water
11.
Turns off cold water
12.
Finds paper towels
13.
Dries palms of both hands
14.
Dries backs of both hands
15.
Throws away towels
Date:
Date:
Date:
Date:
Date:
8
Task Analysis Student: ____________________
Target Skill: _Washing hands (long)__ Prompt: _”Wash your hands”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Description of Step
Date:
Date:
Date:
Date:
Date:
Places right hand on cold water handle Turns on cold water Places left hand on hot water handle Turns on hot water Places right hand on soap pump Places left hand under soap pump Pushes pump down twice Rubs soap between hands for 3 seconds Rubs back of right hand for 3 seconds Rubs back of left hand for 3 seconds Places both hands together under water Rubs palms together under water for 3 seconds Places one hand on top of other hand under water and rubs for 3 seconds 9
Task Analysis 14.
15. 16. 17.
Rubs opposite hand on top of other hand under water and rubs for 3 seconds Places left hand on hot water handle Turns off hot water
18.
Places right hand on cold water handle Turns off cold water
19.
Locates paper towel holder
20.
Grabs 2 paper towels
21.
Rubs palms of both hands
22.
Rubs back of one hand
23.
Rubs back of other hand
24.
Locates trash can
25.
Throws paper towels in trash
9
Task Analysis Student: ____________________
Target Skill: _Cut paper in half_____ Prompt: __”Cut”_________________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Description of Step
Date:
Date:
Date:
Date:
Date:
Picks up scissors with nondominant hand Puts dominant hand thumb in small hole Puts dominant hand middle fingers in large hole Positions dominant hand thumb up Picks up paper with nondominant hand Orients paper so line is aligned with the scissors Snips on line Stops before scissors are fully closed Opens scissors and moves forward Repeats 7,8, & 9 until paper is cut in half
10
Task Analysis Student: ____________________
Target Skill: Look up word in dictionary (version 1) Prompt: _”Look up this word”____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Point to target word
2.
Opens dictionary to first page in section corresponding to first letter Determines if word is within range of guide words
3.
4.
5.
6.
Date:
Date:
Date:
Date:
Date:
If no, turns pages until target word is within guide word range With word in guide word range, runs finger down page and stops at target word Copies a definition of target word
11
Task Analysis Student: ____________________
Target Skill: Look up word in dictionary (version 2) Prompt: _”look up this word”_____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step
Description of Step
1.
Underlines first letter in target word
2.
Turns to first page of dictionary starting with first letter Underlines second letter of target word
3.
4.
5.
6.
Date:
Date:
Date:
Date:
Date:
Turns pages of dictionary until first word with first and second letter is located Repeats steps 3 & 4 for subsequent letter until target word is located copies a definition of target word
12
Task Analysis Student: ____________________
Target Skill: _Locate website_______ Prompt: _”You can use the internet”
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1. 2. 3. 4.
5. 6.
7. 8. 9. 10. 11.
12.
Description of Step
Date:
Date:
Date:
Date:
Date:
Presses the computer power button Presses the monitor power button Places hand on the mouse Moves the cursor with the mouse until it points to the Internet Explorer icon Double clicks the Internet Explorer icon Moves the cursor with the mouse to the Google search box Left clicks in the box Types in the search topic of interest Hits the “enter” button on the keyboard Places hand back on the mouse Moves the cursor with the mouse down to the website of choice Single clicks on the website of choice
13
Task Analysis Student: ____________________
Target Skill: Purchase item at Grocery Store Prompt: _”Go Buy ____”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record the level of independence for each step of the behavior. Use the following symbols for your records: I Independent, Correct V Verbally Prompted M Modeled, Gesture P Physically Prompted
Step 1.
Description of Step
3.
Walks to store’s entrance door within 1 minute of start Pauses at entrance door until the automatic door opens Goes through the door(s)
4.
Walks in the store
5.
Obtains grocery basket
6.
Looks around the store
7.
Walks in the direction of the item Locates the section (e.g. dairy section in aisle 20) Locates the item (e.g. milk)
2.
8. 9. 10. 11.
Locates the correct brand (e.g. Purity) Locates correct size (e.g. 1 gal.)
12.
Selects correct type (e.g. 2%)
13.
Goes directly to the cashier to pay for the item
Date:
Date:
Date:
Date:
Date:
14
Task Analysis 14.
Looks for an available cashier
15.
Goes to that lane
16.
Waits in line for his/her turn
17.
Moves up with the line
18.
Puts item on the counter
19.
Waits for his/her turn
20.
26.
Attends to clerk telling the amount of the purchase Takes money out of his/her pocket or wallet Hands appropriate combination of bills to clerk Waits for clerk to put money in cash register Takes the change from the clerk Places change in his or her pocket or wallet Tells clerk “Thank you”
27.
Picks up packages from clerk
28.
Walks to the store’s exit door within 1 minute of getting package from clerk Exits store
21. 22. 23. 24. 25.
29.
14
Task Analysis Student Name: ____________________________________
Grade: __________________
Instructional Task: _____________________________________________________________________________________ _____________________________________________________________________________________ Student Performance: _____________________________________________________________________________________
Task Analysis Steps:
V – Verbal/signed prompt PP- Partial Physical prompt
M – Modeled prompt F – Full physical
Dates
KEY: I – Independently T – Touch Cue
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Notes:
Task Analysis/Level of Prompting Data Sheet (10 steps)
15
Task Analysis Blank Data Sheet Instructions: List task analyzed skill steps in order starting with step 1 at the bottom of the data sheet. Data is collected from bottom to top of the column by coding level of prompts required for learner to produce a correct response at each step. Once data are collected, teacher can graph data right on the table by counting # of independent responses for the task analyzed skill and marking at the corresponding step # (see completed example on page 16). Student:________________ Instructor:______________ Location: _____________ Objective: _____________________________________________________________ Prompt codes: I independent / V verbal cue / G gesture / P physical assist Steps: 19. 18. 17. 16. 15. 14. 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Date: Adapted from: Alberto & Troutman, 2006 16
Task Analysis Example of Task Analysis Prerequisites and Long Term Planning Objective: Given a pair of scissors and a 10cm x 10cm sheet of paper with a 0.5cm line bisecting it, the learner will cut the paper in half without deviating from the line. Criterion: 3/3 trials on 3 consecutive days. Components of Task (1) Picks up scissors with non-dominant hand. (2) Puts dominant hand thumb in small hole. (3) Puts dominant hand middle finger in large hole. (4) Positions dominant hand thumb up. (5) Picks up paper. (6) Orientates paper so line is parallel to scissors. (7) Snips on line. (8) Stops before scissors fully closed. (9) Opens scissors and moves forward. (10) Repeats (7), (8) and (9) until paper is cut in half. Hypothetical order of difficulty: (1) Picks up scissors. (2) Snips (paper held by instructor). (4) Snips and holds paper. (3) Opens scissors. (4) Places scissors on dominant hand. (5) Stops before fully closed. (6) Opens scissors and moves forward. (7) Continuously cuts through paper. Task Complexity (1) Cuts 5cm square with 1cm thick line. (2) Cuts 10cm square with 1cm thick line. (3) Cuts 5cm square with 0.5cm thick line. (4) Cuts 10cm square with 0.5cm thick line. Prerequisites (This sequence is based on a developmental model and considers the developmental prerequisites for the skill): (1) Brings hands to middle of body. (2) Reaches, grasps, and holds two objects simultaneously. (3) Brings thumb and finger together in opposition to pick up object. (4) Moves thumb and finger apart in opposition to release object. (5) Holds paper without crushing while another person cuts with scissors. (6) Snips paper while held by instructor. (7) Holds paper and snips. (8) Holds paper, cuts (without fully closing scissors and pushes paper forward).
17
Task Analysis
18
Task Analysis
Sources Many of the task analysis examples were compiled from the following sources: 18
Task Analysis
Carter, M., & Kemp, C. R. (1996). Strategies for task analysis in special education. Educational Psychology, 16(2), 155. Goodson, J., Sigafoos, J., O’Reilly, M, Cannella, H., & Lancioni, G.E. (2006). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28, 458-467. Liber, D., Frea, W., & Symon, J. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. Matson, J., Taras, M., Seven, J., Love, S., & Fridley, D. (1990). Teaching self-help skills to autistic and mentally retarded children. Research in Developmental Disabilities, 11, 361- 378. McIntyre, T. (2011). Task Analysis. Retrieved from http://behavioradvisor.ipower.com/TaskAnalysis.html Miguel, S. (2008). Potty/toilet sequence (Boy). Retrieved from http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila Miguel, S. (2008). Potty/toilet sequence (Girl). Retrieved from http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila Ponte, W. (2006). Autism: A sample task analysis in ABA. Retrieved from http://www.mothering.com/education/autism-sample-task-analysis-aba Szidon, K., & Franzone, E. (2010). Task Analysis: Online Training Module. (Madison, WI: National Professional Development Center on Autism Spectrum Disorders,
Task Analysis Waisman Center, University of Wisconsin). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.
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