ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward, forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS… Step-by-step directions to completing a skill. A task analysis is typically created by completing the skill yourself or watching someone else complete the skill. It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of behaviors, such as
· Academic Tasks
· Social Skills
· Self-help Skills
· Interpersonal Skills
· Design a detailed task analysis (TA) that includes at least the following components:
· Is aligned with the learning goal for which graduate candidate creates; making sure performance is measurable. For those candidates who have their own classroom, you may use a target student and use goals from his/her IEP.
· Allows for specific feedback from the teacher to the learner
· Measures the degree to which the learning goal has been achieved
· Provides sufficient information upon which to design subsequent, appropriate instruction
· Explain how the TA enables the learner to monitor his/her own learning progress.
· Explain how the design of the TA can inform the levels or types of supports and challenge the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
· List the instructional strategies and learning tasks you will use for each day of instruction (You should create a chart designed to reflect the skill being taught) chart should include: Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target, materials needed, recording Key, Criterion, Teaching Methods (Independently, Verbal/Physical Prompts, Physical Prompt (to be faded), hand-over-hand)
Written Analysis:
· Explain how these strategies and learning tasks are sequenced to:
(a) Move your learner toward achievement of the learning goal you previously identified
(b) Build connections between your focus learner’s prior learning and experiences and what he/she will learn
(c) Provide appropriate levels of challenge and support associated with your focus learner’s strengths, needs and interests
(d) Move the focus learner toward generalized, maintained, and/or self-directed use of the knowledge or skills he/she will acquire.
· Explain the way in which research from the textbook (theory and/or evidence-based strategies) informed your selection of the strategies and learning tasks you decided to use in creating your task analysis and how this TA will benefit your student learner.
Examples of Functional Academic Skills: Reading, writing, and math are taught with the objective of permitting students to perform those tasks encountered with everyday living in mind. For example, money skills are learned in order that an individual may gain independence in purchasing an item, making/checking change, and reading and understanding receipts.
Reading – own name, community signs/environmental phrases, alphabetical order, labels on containers, transportation words, appliance words, service providers (laundromat, dry cleaners, fast foods)
Math – number recognition, money/change, banking, time concepts, sorting and classifying
Writing – prints/writes name, sentences (with or without model), prints/writes address and phone number, simple letter, fills in forms (applications or banking), resume
Examples of Functional Communication Skills: The acquisition of appropriate communication skills involve both receptive and expressive language (listening, speaking).
Receptive: Attentive Listening – to peers, announcements on PA, news, weather, extend vocabulary
Informational Listening – to stories, to gain information, to follow specific directions
Expressive: Oral Communication: expresses ideas, clearly and accurately, speaks for a variety of purposes (e.g. ask questions, relays information), participation in conversations (e.g. turn taking, stays on topic), uses correct sentence structure/language patterns
Augmentative Communication: sign language, picture communication systems, computer technology
Examples of Functional Interpersonal Skills: Interpersonal skills allow an individual to interact with others appropriately in a variety of social situations.
· Listening/paying attention
· Starting a conversation
· Introducing self/others
· Having a conversation
· Asking a question
· Joining a group/activity
· Following instructions
· Saying please/thank you
· Apologizing
· Recognizing basic feelings
· Expressing feelings appropriately
Examples of Functional Interpersonal Skills: In order for an individual to achieve a sense of dignity, self-worth and independence, it is important to acquire the skills necessary to look after his/her own personal hygiene, meal preparation and maintenance of a dwelling.
· Self-care (personal hygiene, toileting, dressing and undressing, making bed, etc.)
· Preparing, Planning and Serving food (safety in cooking, table setting, menu planning, following a recipe, etc.)
· Operating Appliances (taster, mixer, blender, electric can opener, microwave oven, washing machine, vacuum, etc.)
· Household Maintenance (dusting, sweeping, cleaning sinks, tubs, etc.)
Rubric
Chaining and Task Analysis
Tasks
Exemplary
Acceptable
Unacceptable
Required Components
Submitted TA includes all components as prescribed in the guidelines and instructions. Each question or part of the assignment is addressed thoroughly.
15 points
Submitted TA includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. All attachments and/or additional documents are included, as required.
12 points
Submitted TA is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed. Some attachments and additional documents, if required, are missing or unsuitable for the purpose of the assignment.
7 points
Task Analysis (TA)
Candidate selects a goal and skill which is written in measurable terms. The goal is broken down into its component subtasks. Each subtask is written so specifically that any instructor would know what the student learner had accomplished at that step. The subtasks are written in language suitable for the instructors, not the student learner. Each step is written in terms of what the student will do. Graduate candidate includes periodic assessments. This evaluation shows what has improved and where there is need for more work.
45 points
Candidate selects a goal or skill which is written in measurable terms. The skill is broken down into its subtasks with a few components left out. Subtasks are written specifically. Most seasoned instructors would know what the student learner had accomplished at that step. Most of the subtasks are written in language suitable for the instructors, a few (not more than 3) are written for the student learner. Each step is written in terms of what the student will do. Periodic assessments are included.
40 points
Candidate selects a goal which is not written in measurable terms. The goal is broken down, into large chunks leaving out several component subtasks.
AND/OR
Subtasks are vaguely written which makes it difficult for any instructor to know what the student learner had accomplished at that step.
AND/OR
The subtasks are written in language suitable for the student learner.
Candidate fails to write each step in terms of what the student will do. AND/OR candidate fails to include periodic assessments.
OR evaluation fails to show what has improved and where there is need for more work.
35 points
Written Analysis
Written Analysis demonstrates an in-depth reflection on, and personalization of, the questions, concepts, and/or strategies presented in the project. Candidate addresses all 4 bullets along with summary of how TA will benefit student learner. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Use of textbook is evident.
20 points
Written Analysis is complete.
Candidate addresses all 4 bullets.
Summary is included. Viewpoints and interpretations are documented as supported in textbook.
Examples are provided, as applicable.
15 points
Written Analysis demonstrates a total lack of reflection on, and personalization of, the questions, concepts, and/or strategies presented in the project.
And/Or
Candidate addresses most of bullets .along with
And/Or
Summary of how TA will benefit student learner lacks detail.
10 points
Structure
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no spelling, grammar, or syntax errors per page of writing.
10 points
Writing is mostly clear, concise, and well organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than 2 spelling, grammar, or syntax errors per page of writing.
7 points
Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. There are more than 2 spelling, grammar, or syntax errors per page of writing.
3 points
Submission
Graduate candidate submitted assignment on time.
10 points
Graduate candidate submitted project after deadline.
5 points
