Autism In The Workplace – Task Analysis Page |1
Autism In The Workplace
Task Analysis
Overview
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.
Lesson Objectives
Upon completion of this lesson, participants will be able to:
o
Give a basic overview of task analysis, including how to break a skill down into smaller
parts, determine how the skill will be taught, implement the intervention, and monitor
progress;
o
Identify resources to use when developing a task analysis; and
o
Apply task analysis to interventions for learners at the preschool, elementary, and
secondary grade levels.
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Why Use Task Analysis?
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 doing long
division, as well as larger more complex tasks (e.g. preparing and serving a meal, or cleaning a
cafeteria).
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).
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.
In What Setting and With Which Ages Can Task Analysis Be Effectively
Used?
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.
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How is Task Analysis Implemented?
Task analysis can be used with a variety of behaviors ranging from
o
self-help skills (drinking from a cup),
o
to life skills (shopping at the grocery store),
o
and even academic skills (writing a research paper).
An instructor 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 might read the steps to a colleague
and ask them to either perform the task or give feedback on the accuracy of your steps.
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
should also list any materials that would be necessary to complete the task.
Once the task analysis has been created, an instructor 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 decides how he or she is going to teach the
task.
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The task analyzed skill is taught as a chain of behaviors. There are three main procedures for
teaching behaviors in a chain. An instructor might choose to teach the skill in
o
a backward chain,
o
a forward chain,
o
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.
In a backward chain, the instructor asks learner to master the steps at the end of the behavioral
chain. The instructor 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.
Forward chaining starts by teaching, and reinforcing, the initial steps in the chain first. The
instructor finds the first step in the chain that the learner needs to learn and then the instructor
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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 adds the next step in the chain. In a forward chaining
approach, the instructor will then guide the learner through the remaining steps of the task
analysis.
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 needs to plan to
provide the strongest reinforcement as the reinforcer applied at the end of the task.
Selecting a teaching method chaining procedure will depend upon the unique needs of the learner
and the type of skill being taught. An instructor will use his or her professional judgment and
experience in selecting the most appropriate procedure and method to best teach the task
analyzed skill.
Step-by-Step Instructions for Implementation
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.
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Step 1. Identifying the Target Skill
Teachers/practitioners identify the target skill that they want to teach the learner with
ASD.
Using the learner's Individual Education Plan (IEP)/Individual Family Service Plan (IFSP) goals,
teachers/practitioners should identify the skill 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.
Of course, all instruction should be individualized. For example, a skill that may be too complex
for one learner may be manageable for another (see examples on the right). 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).
Task analysis is frequently used to teach self-help and other adaptive skills.
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Step 2. Identifying the Prerequisite Skills of the Learner and the Materials
Needed to Teach the Task
Teachers/practitioners determine whether the learner has the required prerequisite skills
needed to learn the task.
Teachers/practitioners define the necessary materials needed to teach the task.
Using the learner's present level of performance on IEP/IFSP goals, teachers/practitioners 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.
Once the prerequisite skills are identified, the instructor can decide how much detail the task
analysis will include. For example, if he or she is teaching coin counting, the teacher 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.
After identifying the learner's prerequisite skills and the skills that need to be taught, the
instructor 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
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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.
Step 3. Breaking the Skill into Parts
In Step 3, teachers and other practitioners break the skill down into smaller steps so that a learner
can successfully demonstrate the skill by following the steps.
Teachers/practitioners break up the target skill into more manageable parts by:
o
completing the skill themselves and recording each step; or
o
observing another person (in real time or via video) complete the activity
andrecording the steps.
Teachers/practitioners confirm that each part consists of a single, individual skill.
Brushing Teeth
o
Obtains materials
o
Takes cap off toothpaste
o
Puts paste on brush
o
Replaces toothpaste cap
o
Wets brush
o
Brushes left outer surfaces
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o
Brushes front outer surfaces
o
Brushes right outer surfaces
o
Brushes lower right chewing surfaces
o
Brushes lower left chewing surfaces
o
Brushes upper left chewing surfaces
o
Brushes upper right chewing surfaces
o
Brushes upper right inside surfaces
o
Brushes upper front inside surfaces
o
Brushes upper left inside surfaces
o
Brushes lower left inside surfaces
o
Brushes lower front inside surfaces
o
Brushes lower right inside surfaces
o
Rinses toothbrush
o
Wipes mouth and hands
o
Returns materials
(Matson et al., 1990)
Setting the Table
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o
Puts down the placemat
o
Places the large plate in the center of the placemat
o
Puts the small plate in the upper left hand side of the placemat
o
Puts the butter knife on the small plate
o
Places the napkin to the left of the large plate
o
Puts the knife and spoon to the right of the large plate
o
Puts the fork to the left of the large plate on the napkin
o
Puts the dessert spoon and fork horizontally at the top of the large plate
o
Puts the glass to the upper right of the large plate near the tip of the knife
(Goodson et al., 2006)
Play Activity with Trains
o
Asks peer to play
o
Tells peer, "Let's play trains"
o
Gives peer at least two tracks
o
Tells peer, "Let's make a train"
o
Asks peer for train pieces
o
Puts train pieces together with peer's pieces
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o
Asks peer for animals to put on train
o
Moves train around track
o
Tells peer, "Your turn!"
o
Tells peer, "That was fun!"
(Liber et al., 2008)
Step 4. Confirming that the Task is Completely Analyzed
In Step 4, teachers/practitioners confirm that the steps of the target skill are represented
accurately and completely.
Teachers/practitioners confirm that the task is completely analyzed by having someone
follow the steps exactly.
By having a colleague or another student follow the steps of the task analysis, teachers/
practitioners 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, teachers/practitioners revise the steps based on the feedback obtained through the trial.
Step 5. Determining How the Skill Will be Taught
In Step 5, teachers/practitioners decide how the steps identified in the task analysis will be
taught. In deciding, the teacher/practitioner 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
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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.
Teachers/practitioners select the appropriate teaching method by matching the method to:
o
the learner's temperament;
o
the learner's learning style;
o
the history of what has and has not worked for this learner;
o
the learner's IEP/IFSP; and
o
the environments within which the learner functions.
Teachers/practitioners present the steps of the task analysis to learners in an age and
developmentally-appropriate manner.
Teachers/practitioners 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.
Step 6. Implementing Intervention and Monitoring Progress
As noted in Step 5, a number of evidence-based practices, including prompting and
reinforcement, may be appropriate for teaching specific skills. Please use resources (steps,
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implementation checklists, and data collection sheets) developed by the National Professional
Development Center on ASD in this lesson to assist in teaching skills and monitoring learner
progress.
Teachers/practitioners 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.
Teachers/practitioners follow appropriate data collection procedures to monitor learner
progress for the specific evidence-based practices chosen to teach the target skills.
Case Study Examples
Lesson authors provide two case examples to illustrate how task analysis might be implemented.
Jake's first grade teacher has asked the special education teacher for help with Jake's morning
routine. When Jake enters the classroom in the morning, instead of putting his materials in his
cubby, he moves directly to the library area where he becomes engrossed in the books about
trains.
Alice's middle school teacher volunteered to teach his students the task of filling the snack
machines as an opportunity to teach pre-vocational skills. In exchange, the student will be
allowed to select one item from the snack machine at the conclusion of the vending machine job.
Since Alice loves to purchase from the vending machine and has a targeted goal in her IEP to
perform a pre-vocational routine, her teacher decides she will be an ideal candidate for the job.
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Jake
Case Study: Jake
Jake is a six year old student attending a first grade classroom. He has a primary diagnosis of
autism. Jake is successfully integrated into a general education classroom for most of his school
day and follows the basic first grade schedule for classes. He receives support from the special
education teacher to address the goals and objectives on his IEP. Jake's special education teacher
is aware that Jake does not easily pick up the general classroom routines. Jake's first grade
teacher has asked the special education teacher for help with Jake's morning routine. When Jake
enters the classroom in the morning, instead of putting his materials in his cubby, he moves
directly to the library area where he becomes engrossed in the books about trains. His teacher has
to direct the paraprofessional in the classroom to give Jake a daily reminder to put his materials
in his cubby and then attend to the first task of the morning routine. It typically takes several
redirections to get Jake to put away the books and perform the morning routine. Jake is often
frustrated by the paraprofessional's reminder. The IEP team decides that Jake would benefit from
having a visual support for the morning routine to help him learn the behaviors that are expected
of all first graders when they first enter the classroom. Jake's special education teacher volunteers
to design a schedule that uses both pictures and words. She knows that she needs to
accommodate Jake's beginning reading skills with picture reminders. She and the teacher sit
down to develop a list of the steps that each child takes in their morning routine. They come up
with the following list:
o
Put communication folder in the basket
o
Put lunch bag in basket/choose hot lunch item
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o
Hang coat on hook
o
Hang backpack on hook
o
Sit at desk
o
Compete seat work
o
Library time
Once they have completed the task analysis of the first grade morning routine, Jake's special
education teacher checks the accuracy of the list by observing the other students on the following
school day as they complete the routine. She confirms that all the necessary steps are included so
that Jake will be able to successfully complete the task. Jake's teacher posts the visual support so
that it is visible to all the students entering the classroom.
She stands at the front door that morning to prompt all students to check the visual support and
make sure that they have completed all the steps before they sit down at their desks and get
started on the day. Jake immediately notices the visual support and points to each successive
step. He proceeds to follow each step on the routine, stopping after each one to check for the next
step on the schedule. Initially, he needs to be cued two times to refer to the steps. Jake completes
the routine successfully with prompts from the paraprofessional. He does not visit the classroom
library until he has completed his classroom seatwork. Jake's teacher is thrilled with his success.
Jake's teacher asks the paraprofessional to record the number of prompts Jake requires to
correctly perform the steps in his morning routine task analysis. The paraprofessional watches
Jake every Monday and Wednesday and records the number of prompts on a data sheet. After
two weeks of data, the team reviews the information and notes that Jake has independently
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completed his morning routine and the last three days of data collection. Not only is the teacher
thrilled with Jake's ability to start his day independently, she notes that she no longer has to
remind other first graders to take care of their lunch or turn in their communication folders.
Alice
Case Study: Alice
Alice is a middle school student who has been diagnosed with autism. She attends a life-skills
classroom at her neighborhood middle school. Alice's teacher has worked with school
administration to seek out pre-vocational opportunities for his students in and around the middle
school environment. He determined that the school could save money if they filled their own
snack machines. Alice's teacher volunteered to teach his students the task of filling the snack
machines as an opportunity to teach pre-vocational skills. In exchange, the student will be
allowed to select one item from the snack machine at the conclusion of the vending machine job.
Since Alice loves to purchase from the vending machine and has a targeted goal in her IEP to
perform a pre-vocational routine, her teacher decides she will be an ideal candidate for the job.
He begins designing the vocational task by assessing Alice's prerequisite skills in relation to the
task. Alice has a sight vocabulary of 20 high frequency words and is able to sort items by
category. She currently is able to attend to a highly motivating task for up to 10 minutes at a
time. With this information, Alice's teacher structures the task. He determines that he will break
the task into 10 minute phases with breaks in between. He designs a task analysis in the
following phases:
o
Gather materials
o
Fill machine
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o
Clean up
For each phase, Alice's teacher creates a separate task analysis. Steps are represented by the
visual support of a photo paired with a written direction (for Alice and the assisting staff person
to reference). Her teacher attempts to use as many of Alice's high frequency words as possible,
but uses pictures as an additional support for the words that she does not have in her sight
vocabulary. Her teacher decides to teach Alice the "clean up" phase of the task. That way, Alice
can always end the activity by purchasing a vending machine item from the filled machine.
Alice's teacher knows that purchasing and eating an item from the vending machine will be very
reinforcing for Alice. The teacher determines that the activity should be presented as a total task.
The teacher instructs the staff to teach Alice phase three of "clean up" using least-to-most
prompting. That way, Alice is given the opportunity to perform the steps she knows how to do,
and she is given the least intrusive support to perform those that she does not know as well.
Since Alice is highly motivated by adult praise, she is given verbal praise as reinforcement for
completing each step of the task analysis. Alice is provided the following visual support:
o
Close front of machine
o
Put key in keyhole
o
Turn the key
o
Remove key
o
Stack boxes
o
Carry boxes to recycling area
o
Recycle boxes
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Alice and a support staff person spend two weeks practicing the seven step routine each day. The
staff takes data on Alice's performance on the task analysis by recording the level of prompting
required to facilitate a correct response for each step in the chain. The data to the right are
collected:
Note that the data collection sheet shows the task analyzed steps in a list starting from the bottom
of the sheet and going up. The data sheet allows the team to graph the number of steps performed
independently right on top of the data collected. To meet the criteria for the goal, learner's need
to independently complete all of the steps. Alice's team reviews the graph of the data and decides
that she is making steady progress on the skills needed to do the third phase of the task. The team
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decides to review another two weeks of data before adding the second phase of the job. If she has
progressed to 90% or better, they will begin teaching Alice how to fill the vending machines.
Summary
o
Task analysis is the process of breaking a skill into smaller, more manageable steps in
order to teach the skill.
o
Task analysis can be used to teach communication, life, and vocational skills, as well as
academics, to learners with ASD.
o
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.
Frequently Asked Questions (FAQs)
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,
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instructors will often break the analysis down into phases in order to teach the complex task in a
series of manageable chunks.
Q. My student 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 teacher first needs to
determine the student's prerequisite skills in order to write an effective task analysis. In the case
of a student forgetting to turn in homework, it is first important to gather information about
which steps in the task are being missed or forgotten. A teacher can do this by observing the
student, gathering information from teachers and parents, and even interviewing the student.
Once the instructor has the information needed, they can create a list of behaviors that are
required to complete and turn in homework in the individual setting. After creating and verifying
the steps needed, the teacher can select the instructional strategy. Based on their knowledge of
the student and their particular difficulty with homework, this might take the form of a social
narrative, visual strategy, self management tool, or video model.
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Citation and References
Szidon, K., & Franzone, E. (2010). Task Analysis: Online Training Lesson. (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 Lessons, www.autisminternetlessons.org. Columbus, OH: OCALI.
References
Alberto, P.A. & Troutman, A.C. (2006). Applied Behavior Analysis for Teachers (7th ed.) New
Jersey: Merrill Prentice Hall.
Browder, D., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to
engage middle school students with moderate and severe developmental disabilities in grade
appropriate literacy. Focus on Autism and Other Developmental Disabilities, 22(4), 206-219.
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Quiz
1. Prior to implementing a task analysis the instructor must know the
___________________ needed to complete the task
Materials
Prerequisite skills
All of above
2. Task analysis is only a useful practice to teach life skills tasks.
True
False
3. How many steps should a task analysis include?
At least 10-15
No more than 10
As many as the learner needs to correctly complete the task
None of the above
4. To encourage generalization, learners should:
Practice the task across multiple settings
Practice the task with multiple instructors
Correctly perform all the steps in the SPED room before trying in the natural
environment
Both the first and second answer
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All of the above
5. The steps in a task analysis should always be represented
In words
In pictures
Both in words and in pictures
In whatever form is most accessible for the targeted learner
6. With what age of learner is task analysis an effective instructional practice?
Very young children
Middle school to high school students
All ages
7. The best environment to teach a task analysis is
In schools
At home
In the community
All of the above
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8. The following evidence based practice can be used to teach a skill that has been
task analyzed:
Video Modeling
Discrete Trial Training
Self management
All of the above