TASK ANALYSIS IN EDUCATION

Jason A MarshallBehavior Intervention Coaching &

ConsultingBICC Central California

What is a Task Analysis?

A task analysis is an instructional methodology rooted in the science of applied behavior analysis and reliant on the basic principle of chaining.

Chaining

Refers to various methods for linking specific sequences of stimuli and responses to form new (and usually more complex) performances or responses. Forward/backward/total task presentation

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Rationale for Chaining

Teaches complex skills that allow individuals to function more independently

A way to add new behaviors to an existing behavioral repertoire

Can easily be combined with other procedures (prompting, instructions, reinforcement)

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Task Analysis

Breaking a complex skill or series of behaviors into smaller, teachable units

The product of a task analysis is a series of sequentially ordered steps

Steps for Success

1) Construct a solid, detailed Task Analysis2) Assess student’s current skill3) Determine schedule and type of reinforcement needed 4) Develop teaching schedule

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Constructing a Task Analysis

Notes: Sequence one individual may use to

perform skill may not be the same as another individual

Must be individualized according to Age Skill level Disability Prior experience

Some task analyses have a limited number of steps, but these steps may be broken down into subtasks

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Constructing a Task Analysis

Methods: Observe a competent individual perform

the task Consult with experts or persons skilled in

performing the task Perform the task yourself

Can refine it as you use it, if necessary

TASK ANALYSIS OF "PERFECT MARTINI MAKING" 

(By Bartendin' Bob Fisher)

Pre-Performance Gathering of Required Ingredients 1.  One chilled martini glass 

2.  Beefeater gin - 4oz. 3.  Martini & Rossi extra dry vermouth - quarter teaspoon 4.  Stainless steel cocktail shaker with strainer 5.  Stainless steel spoon or stirrer 6.  Measuring cup 7.  Measuring spoon 8.  Ice (preferably from filtered water) 9.  Spanish olive 10.Toothpick     *Optional: Bowl of jumbo salted cashews to chew on.    

Task Analysis Sequence for "The Perfect Martini"

1.Place two martini glasses in the freezer for a minimum of 15 minutes. 2. Place ice cubes into cocktail shaker. 3. Pour four ounces of Beefeater gin in the cocktail shaker. 4. Pour a quarter teaspoon of the vermouth into the cocktail shaker. 5. Stir with stainless steel spoon or stirrer. 6. Remove martini glass from the freezer. 7. Impale one Spanish olive on a toothpick. 8. Place the Spanish olive into the glass 9. Pour the contents of the cocktail shaker through strainer to catch the ice (into glass #1). 10. Repeat steps 2-9 into glass #2

11.Sit back and sip slowly. 

Bed Time

10:00 and everyone is in bedHoratio is on the bed

“Horatio, turn off the lights it’s bed time”

Bed Time

He jumps off the bed Walks to the wall with the dimmer switch Rears on hind legs Right front paw makes contact with

switch Presses switch hard enough to turn off

light Returns to foot of the bed

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Assessing Mastery Levels

Single-opportunity Method Give cue to begin task Record learner performance with + or

- for each step Assessment stops as soon as a step is

performed incorrectly Remaining steps are scored with a -

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Assessing Mastery Levels

Multiple-Opportunity Method Give cue to begin task Record learner performance with + or -

for each step If a step is performed incorrectly, the

trainer completes that step for the learner

learner continues to next step Do NOT co-mingle teaching with

assessment

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Single vs. Multiple Method?

Single-Opportunity Method More conservative Gives less information Quicker to conduct Reduces likelihood of learning taking place

during assessment Multiple

Takes more time to complete Provides trainer with more information May make training more efficient by allowing

trainer to eliminate instruction on already-learned steps

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Factors Affecting Performance

Completeness of the task analysis More complete, detailed task analyses

tend to produce better learning Time developing task analyses is well

spent Be ready/willing to modify it after it is

constructed Length/complexity of chain

Longer chains take more time to learn

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Reinforcement Schedule

Schedule of reinforcement Must use appropriate schedule Consider number of responses in chain

when determining the schedule Extinction

Responses performed further from the reinforcer may become less likely(extinguish)

This interrupts the SD relation and can result in withering performance of the chain

Lesson: adjust reinforcement schedule accordingly (use intermittent schedules)

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Factors Affecting Performance

Stimulus variation Introduce all variations of the stimulus

items to be encountered later to increase generalization of the chain

Response variation Varied responses may be needed to deal

with stimulus variation This may require some retraining of

responses

Teaching Schedule

So when are you going to do this? Daily? Weekly? Monthly?

Thank You!

If you have any questions or would like to discuss this topic, or ABA in general, in further detail please don’t hesitate to contact me at:

jason.marshall@bicccentralcal.com

Readings Contrucci Kuhn, S.A., Lerman, D.C., Vorndran C.M., & Amp, L.A. (2006). Analysis of factors that affect responding

in a two-response chain in children with developmental disabilities Journal of Applied Behavior Analysis, 39, 263-280.

This article describes a study that evaluated three procedures (extinction, satiation, and unchaining) for breaking behavior chains.

  Griffen, A. K., Wolery, M., & Schuster, J. W. (1992). Triadic instruction of chained food preparation responses:

Acquisition and observational learning. Journal of Applied Behavior Analysis, 25, 193-204. This article shows that children learned skills by observing their peers perform complex chains of behavior almost as well as they

learned skills via direct instruction of the chain from the teacher.   MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic

activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.

This article shows how picture schedules can be used to teach and maintain complex behavior chains of after school activities.   Schuster, J. W., Gast, D. L., Wolery, M., & Guiltinan, S. (1988). The effectiveness of a constant time-delay

procedure to teach chained responses to adolescents with mental retardation. Journal of Applied Behavior Analysis, 21, 169-178.

This article shows how constant time delay teaching procedure can be combined with chaining to teach complex behavior chains.

  Vintere, P., Hemmes, N. S., Brown, B. L., & Poulson, C. L. (2004). Gross-motor skill acquisition by preschool dance

students under self-instruction procedures. Journal of Applied Behavior Analysis, 37, 305-322. This article describes and analyzes procedures for teaching gross-motor chains.   Werts, M. G., Caldwell, N. K., & Wolery, M. (1996). Peer modeling of response chains: Observational learning by

students with disabilities. Journal of Applied Behavior Analysis, 29, 53-66. This article shows how behavior chains can be learned by observing peers complete the chain and describe it as they complete

it.