What is a procedural task analysis?
• Unlike learning a concept or a principle,
procedures are strictly defined so that each step
is clear and unambiguous to the learner.
– Procedures can be simple, whereby the learner
follows one set of steps in a sequential fashion.
– Procedures can also be complex, with many decision
points that the learner must make.
– Regardless of the complexity of the procedure, a
procedural analysis breaks down the mental and/or
physical steps that the learner must go through so
that the task can be successfully achieved.
Conducting a Procedural Task Analysis
• Learning goals that incorporate procedures are best taught
using a Procedural Task Analysis
• Generally, application of a Procedural Task Analysis involves
the following steps:
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Define the terminal goal
Determine whether a particular procedure is applicable.
Recall/define the steps of the procedure.
Apply the steps in order, with decision steps if required.
Confirm that the end result is reasonable.
Example: Procedural Task Analysis
The steps that make up a task are arranged linearly and sequentially, illustrating where the
learner begins and ends. Oftentimes, the steps throughout the task, from start to finish, as
well as any decisions that the learner must make are arranged in a flowchart, but they can
also be done in an outline form.
Define the Terminal Goal: Student will enter the classroom and be ready to work within 3
minutes of bell ringing
Determine Applicable Procedure Relevance: A replicable chain of appropriate behaviors will
consistently lead to terminal goal.
Define Procedural Steps in Order:
Bell rings
Student recognizes bell
Student enters classroom
Student hangs coat on wall hook
Student verifies coat on hook
Student finds appropriate cubby
Student puts lunch box/backpack in appropriate cubby
Student walks to appropriate desk
Student sits down
Direct Instruction

Assumption:
–

It is more important to develop instructional sequences
that systematically teach students essential skills than
to spend time attempting to understand the inner
workings of the mind, temperaments, and
developmental levels
Key Principle:
–
both the curriculum materials and teacher presentation
of these materials must be clear, unambiguous, and
directly related to the terminal objective
Critical Features of Direct
Instruction
An explicit step-by-step strategy must me developed (task
analysis)
Development of mastery at each step in the process
Strategy (or process) corrections for student errors
Gradual fading from teacher directed activities toward
independent work
Use of adequate, systematic practice with range of examples
Cumulative review of newly learned behaviors and concepts
Instruction

Discrete Behaviors: rarely do we want to teach a
behavior in isolation. Most terminal objectives involve a
complex set of behaviors that must be complete in
sequence

Chaining - the performance of a series or sequence of
individual behaviors to achieve a complex behavior.
Example: appropriately entering a classroom




Step 1
Step 2
Step 3
Step 4
Walking into the classroom
Hang up their coats
Putting their lunch boxes into their lockers
Sitting at their desks
B
Walk into classroom
SD
B
Hang up coat
SD
B
Put lunch box away
B
Sit at desk
SD
SD
Task Analysis

most skills are composed of chains of behavior

most skills occur in a consistent sequence


task analysis is the process and product of identifying component behaviors in
their chains
no firm rule exists for determining the number of component behaviors that
should be included in a task analysis
– should begin with a predictable stimulus (SD)
– should end with a reinforcing consequence (R )
+
Task Analysis - example
"Time to eat
lunch."
leaves work area and go to sink
turn on water
wet hands
pick up soap
rub soap on other hand
put soap down
rub hands together
rinse hands
turn off water
dry hands on towel
hang up towel
go to eating area
EAT FOOD
Chaining



Chaining is the learning of a series of behaviors to
complete a complex act
Each link in the chain serves as a cue for the next
response in the chain
Types of Chaining
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Forward Chaining
Total Task Presentation
Backward Chaining
Backward Chaining with Leap Ahead
Forward Chaining




the sequence of behavior identified in the task analysis
is taught in temporal order
reinforcement is delivered when the predetermined
criterion for the first behavior in the sequence is
achieved
thereafter, reinforcement is delivered for criterion
completion of Step 1 + Step 2
each succeeding step requires the cumulative practice
of all previous steps
Forward Chaining (cont)

instruction of each step may include:
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–
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modeling and demonstration
guided participation
prompting
none
as each successive step is mastered the reinforcement
schedule is decreased
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–
–
–
continuous
fixed ratio
intermittent
none
advantage: mastered skills are practiced
 disadvantage: terminal consequence delayed

Task Analysis Assessment of Hand
Washing: forward chaining
Step Behavior
turn on water
wet hands
pick up soap
rub soap on other hand
put soap down
rub hands together
rinse hands
turn off water
dry hands on towel
hang up towel
10/1
+
-
2
+
+
-
+
+
-
-
-
3
+
+
+
-
-
4
+
+
-
-
-
Total Task Presentation


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variant of forward chaining
total chain is presented with trainer assistance provided with any step that the
individual is not able to perform
chain is trained until the individual is able to perform all of the behaviors in
sequence to criteria
direct instruction of individual behaviors is provided as in forward chaining
advantage: all steps in the task are practiced during each presentation instruction session
disadvantage: time
Task Analysis Assessment of Hand
Washing: total task
Step Behavior
turn on water
wet hands
pick up soap
rub soap on other hand
put soap down
rub hands together
rinse hands
turn off water
dry hands on towel
hang up towel
10/1
+
+
+
2
+
+
-
3
+
+
+
+
+
+
4
+
+
+
+
+
+
-
Backward Chaining






all tasks identified in the task analysis are first completed by the trainer, except
for the final behavior
when the learner performs the final behavior to successfully, reinforcement is
delivered
subsequently, reinforcement is delivered when the next to last behavior + last
behavior is performed
etc.
advantage: individual is reinforced for task completion at a hierarchical level
(sequence)
disadvantage: limited practice in early steps
Task Analysis Assessment of Hand
Washing: backward chaining
Step Behavior
turn on water
wet hands
pick up soap
rub soap on other hand
put soap down
rub hands together
rinse hands
turn off water
dry hands on towel
hang up towel
10/1
+
2
+
+
3
+
+
+
4
+
+
+
+
Backward Chaining with Leap Ahead

variant of backward chaining

"splinter skills" may be demonstrated

reinforcement still dependent upon completion of terminal step


advantage: allows learner to independently practice mastered skills thereby
speeding up learning
disadvantage: needs close monitoring and withholding of reinforcement
Task Analysis Assessment of Hand
Washing: backward chaining
Step Behavior
turn on water
wet hands
pick up soap
rub soap on other hand
put soap down
rub hands together
rinse hands
turn off water
dry hands on towel
hang up towel
10/1
+
+
2
+
+
+
3
+
+
+
+
+
4
+
+
+
+
+
+
+
Factors Affecting the Performance of a
Behavioral Chain
completeness of the task analysis
length or complexity of the chain
schedule of reinforcement
schedule of nonreinforcement
stimulus variation
response variation
staffing/supervision patterns