NOTE: This package consists of strategies which may or may not assist in responding to behaviour. It is provided for informational purposes only and is not a substitute for professional advice or treatment from a qualified behaviour clinician.
A task analysis is the process of breaking down a skill - into smaller, more achievable goals.
• This looks like a sequence of steps, when followed in order, which results in the task being completed. Each step is specific and linked to the next.
• A task analysis can be used to teach a skill that might be challenging or has multiple steps - where each step builds upon the others. Example: hygiene, cooking, or self-help skills.
Why develop a Task Analysis? It is sometimes necessary to break down a more challenging skill into smaller steps in order to meet the learning needs of an individual. A Task Analysis does not need to be created for every skill, but can be useful to teach a complex skill or figure out which step of a task an individual may be having difficulty with.
How: 1:1 modeling or video modeling can be used to teach components of a task analysis, with each step building one upon another, until the skill is complete.
Review the individual’s history and any documents (e.g., assessment reports, behaviour support plan) to find out the essential skills they already have. Talk to the individual on the skill they are interested in working on – this should be meaningful to them. Observe the individual performing the task that they need more help with – this can identify the exact skill that they need or steps that are “missing” (and need to complete the task). The target skill should consist of a series of linked and clear steps. Ask questions about cultural beliefs to ensure aligning your practices with the beliefs of the individual and their family.
Once you know more about the individual’s current level of performance, identify the skills that are necessary to have in order to perform the target skill correctly. Observe and take data. Example: an individual can add soap to their hands, but cannot lather or rinse during hand washing. Once all required skills are identified, decide how much detail the task analysis will include. Depending on the individual, you may need more or less steps, or steps appropriate for the setting. Gather the materials needed to teach the task. Materials will depend on the unique needs of the individual, their cultural beliefs, also what is available to them.
From your earlier observation, write down the steps the individual is able to complete. Here is where the person creating the task analysis will break the skill down into smaller steps - so that the learner can successfully demonstrate the skill by following these exact same steps. Remember to confirm with the individual or their caregiver on what each of the steps should look like, to them, not you. To make sure you don’t miss an important part of the task analysis - you can complete the skill yourself and record each step, or observe another person (e.g., a caregiver) completing the activity and record those steps.
In this step, the person creating the task analysis will confirm that the steps are represented accurately and completely. By having a colleague or caregiver follow the steps of the task analysis, one 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, revise the steps based on feedback.
The person creating the task analysis needs to decide whether the task is now manageable or needs to be broken down further into phases, or chunks. Example: brushing hair might need to be a separate skill from styling hair. Also, it needs to be decided the way to teach the skill steps – ‘backwards’, ‘forwards’ or presenting the ‘full task’ at once. This process is called “chaining”, which means each step is taught a specific way and builds off the other steps, so the skill is properly linked. Do consider the prompts needed to complete a task and how the steps in a task naturally occur. Examples: tooth brushing might be taught using forward chaining, where as shoe tying can be taught using backwards chaining; or if an individual only needs help with only a few difficult steps that need prompting, like lathering and rinsing hands, total task chaining is used. Always choose the most efficient and clear way to complete a task, for that specific setting. Depending on the individual’s learning style, lastly decide how the task analysis steps will be presented (i.e., spoken words from an instructor, picture symbols on a strip, video clips).
When preparing to teach the skill, be sure to consider the types of prompting you use and the prompt levels needed to complete the target skill. Use positive reinforcement (e.g., give social attention, praise and preferred items as an incentive) when teaching any new skill, to ensure the behaviour(s) within the task analysis are strengthened and more likely to occur in the future. Use resources (i.e., a task sequence checklist, written step guide and data collection sheets) to assist in teaching skills and monitoring the individuals’ progress. Fade prompt levels as the individual gains independence with completing each step on their own and once the end skill is mastered. Teach the skill with different people, in different locations and using different items.
*see related Resource Packages on topics such as Prompting, Reinforcement and Data Collection for more information.