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.