This article was reposted with permission from Stages Learning

Life is filled with constant multi-step directions and processes. That’s why a common elementary project is to have students write exact directions to make a peanut butter and jelly sandwich. Their peers are then told to only do exactly what the directions say. As you might imagine, hilarity ensues—inevitably some steps are missing, like “Open the jelly jar” or “Spread the peanut butter evenly across (one or both slices) of bread.” Peers will stare confusedly at jars or pile massive amounts of peanut butter on the bread just to make a point when detailed steps are left out. What students may not realize is, this assignment is actually a task analysis in the making.

What is it?

Task analysis (TA) is the process of taking a complex skill such as making a sandwich, running the dishwasher, or doing laundry—and breaking it down into smaller, manageable, and observable steps.

Why is it useful?

If a student is struggling to complete a skill in its entirety, breaking the task down into steps can make it more apparent to teachers or parents as to where the error is occurring. Then we can use prompting, reinforcement, and/or modeling to help fill the gaps.

Autistic students particularly struggle with executive functions that govern the ability to plan and organize thoughts, recall and remember information, and initiate an activity. Listing manageable steps can be a quick reference as they learn new skills through repetition and muscle memory.

When should I use task analysis?

Task analysis should be used to chain-link together a sequence of smaller steps to perform a bigger action. Many functional, self-help, or vocational skills fit this description—rather than simply opening a microwave, the act of cooking a packet of oatmeal is comprised of multiple small steps to complete the greater action.

Here are some ideas for skills that task analysis could be helpful in breaking down:

• Laundry
• Doing dishes
• Vacuuming
• Setting the table
• Logging on to a device
• Cooking a meal
• Tying shoes
• Using the bathroom

But is it only for life skills? Absolutely not! Task analysis can also be tremendously helpful in breaking down academic and social skills that have set steps such as long division, multi-digit multiplication, and turn-taking during a board game, or kickball.

TA can also be a great way to introduce simple play scripts for anyone learning how to appropriately use play materials. Sample ideas could include:

• Feeding a baby doll
• Playing dress up
• Building a train track
• Playing restaurant
• Making sandcastles
• Building block patterns

How to implement it?

1. Choose a specific skill to target

To identify the skill you will teach, start by identifying the student’s needs and the team’s goals for them. Depending on age or developmental level, the necessity or desire of the individual to learn the skill (such as toilet training) may be an important factor in prioritizing where to start.

2. Assess the learner’s ability level and necessary materials or supports

Begin by collecting baseline data on the student’s ability to complete the identified skill. If you were going to teach them how to cook something in the microwave but they cannot accurately match numbers on a recipe to the microwave, then you may need to start with preliminary instruction before you’re ready to begin teaching the broader skill of cooking. 

Similarly, if the need is high for an individual to learn a skill and they can perform each step, but they lack motivation, you may need to evaluate how to provide ample reinforcement when going through the TA.

3. Break down the skill

As described earlier in the peanut butter sandwich challenge, breaking down a skill into smaller steps can be harder than you’d expect. The best way to segment the information is by actually completing these steps or observing someone else doing so, and analyzing the process as it occurs. Here are a few different breakdowns of steps to provide some ideas of what the process can look like:

Task Analysis for PB&J Sandwich

Strategies	Skills Required
Get ingredients:BreadPeanut ButterJellyKnifePlate	Knowledge of ingredients and location
Open up the bread bag and take out 2 slices of bread	Untwisting a twisted tieCounting two objects
Place the slices side-by-side on the plate	Knowledge of “side-by-side”
Open up the peanut butter jar	Ability to twist off a lid
Put the knife in the jar and while still holding the knife, with the other end, get out about 2 Tbsp of peanut butter	How to use a knifeKnowledge of the quantity of Tbsp
With the knife, smear the peanut butter on one large side of the bread — not on the crust, and use all the peanut butter that is left on the knife	How to smear with a knifeKnowledge of the concept of “large”Knowledge of the definition of “bread crust”
Open up the jelly jar	Ability to twist off a lid
Put the knife in the jar and get out about 2 Tbsp of jelly	How to use a knifeKnowledge of the quantity of Tbsp
With the knife, smear the jelly on top of the peanut butter that is on the bread	How to use a knifeKnowledge of the concept of “top”
Place the plain piece of bread on top of the one with the peanut butter on it	Knowledge of the definition of “plain”Knowledge of the concept of “top”

And of course, after eating the PB&J, you may need to consider brushing your teeth!

 

TASK ANALYSIS EXAMPLE: Brushing Teeth (Mason et al., 1990)

1. Obtains materials
2. Takes cap off toothpaste
3. Puts paste on the toothbrush
4. Replaces toothpaste cap
5. Wets brush (I know—debatable for when to wet the toothbrush!!!)
6. Brushes left outer surfaces
7. Brushes front outer surfaces
8. Brushes right outer surfaces
9. Brushes lower right chewing surfaces
10. Brushes lower left chewing surfaces
11. Brushes upper left chewing surfaces
12. Brushes upper right chewing surfaces
13. Brushes upper right inside surfaces
14. Brushes upper front inside surfaces
15. Brushes upper left inside surfaces
16. Brushes lower left inside surfaces
17. Brushes lower front inside surfaces
18. Brushes lower right inside surfaces
19. Rinses toothbrush
20. Wipes mouth and hands
21. Returns materials

Of course, when writing a task analysis, there’s room for flexibility. I personally wet my toothbrush before I put the toothpaste on, and I definitely put peanut butter on both pieces of my bread when I make a sandwich, so I may write my version a bit differently—that’s where personalization comes into play.

4. Determine the comprehensiveness of task analysis

The best way to make sure you’ve developed a comprehensive TA is to have someone else run the steps exactly as you’ve written them. Then you’ll see if anything has been left out and revise the steps as needed.

5. Develop a teaching plan

Depending on the complexity of the skill and the student’s baseline data, the teacher should determine the best way to teach it—can the learner manage the TA in its entirety, should some of the steps be taught in phases or using forward or backward chaining? For students who are very reinforced by the end product (for example: cooking), start with the last several steps (backward chaining) and end with the positive experience of how to get there.

Similarly, the way in which the TA is presented should take into account the student’s learning style and ability. Some may need pictures of each step, some readers may have the steps written out and still others may benefit from a video model of the task before they complete it. Steps should be subtle but thorough and efficient in communicating the process to the learner.

6. Implement and monitor progress

When collecting data for task analysis, a checklist for each step can pinpoint discrete steps that may be difficult for the student—isolating those independent skills lets the teacher practice any step in isolation (when possible or applicable). Further, the checklist should include a section that outlines the level of prompting a student requires to complete the skill. Since the goal is always for students to be as independent as possible, this will help guide future instruction, too.

So whether you’re making a sandwich, washing your car, editing a paper, cooking dinner, or taking a shower, life is filled with many discrete steps that make up a larger action. Finding a way to effectively break those steps down and instruct the gaps can help students gain valuable skills, a greater quality of life, and self-reliance. 

What other tips and tricks have been effective in using task analysis in your practice? Are there any specific skills that you’d like help breaking down?

For more specific information on Task Analysis see:

—Using Task Analysis for Arrival and Dismissal Routines

—Using Task Analysis to Develop Independent Living Skills

References:

https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/TaskAnalyis_Steps_0.pdf

https://cehs.unl.edu/documents/secd/csi/pbj.pdf

About the Author

Frankie Kietzman is a Sales Development Associate for STAGES Learning with experience teaching as an elementary teacher, self-contained autism teacher for elementary and secondary students, autism specialist and coach for teachers dealing with challenging behaviors. Frankie’s passion for supporting children and adults with autism originates from growing up with her brother who is deaf and has autism. As one of her brother’s legal guardians, she continues to learn about post-graduate opportunities and outcomes for people with autism. Frankie has a Bachelor’s degree from Kansas State University in Elementary Education, a Master’s degree in high and low incidence disabilities from Pittsburg State University and in 2021, completed another Master’s degree in Advanced Leadership in Special Education from Pittsburg State University.

About Stages

Angela Nelson, a UCLA trained ABA Therapist, founded Stages Learning in 1997 when autism diagnoses first began to rise. The top-selling autism education product, the Language Builder Picture Cards, was designed to specifically meet the learning needs of children with autism. The research-based Language Builder Series has become a staple in home and school programs around the world and Stages Learning is now the premier developer of learning tools for children with autism.

This month’s ASAT article comes to us from Preeti Chojar, MCA, ASAT Parent Board Member. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

I am a parent who has a home-based ABA program. We are fortunate to hold monthly meetings with all of the providers that work with my child. I am looking for some ideas on how to make the most of these meetings. Any suggestions?

It is terrific that your team meets monthly! Collaboration and consistency amongst members of the professional team is the hallmark of a successful home program. I have found that a great way to build teamwork is to have regular meetings to keep my son Ravi’s team on the same page. Here are some suggestions to help you use this time effectively and efficiently. In our particular case, we meet monthly, but keep in mind that some teams may need to meet more or less frequently (depending on the composition of the team, level of oversight required, and needs of the child).

Meeting composition

Ideally a time can be scheduled in which the entire team can be present. This would include any related service providers if feasible such as the family trainer, speech pathologist, occupational therapist, or physical therapist. Assign a meeting chair if possible. Assembling the entire team can be difficult given constraints such as other children on caseload, family responsibilities, school schedules, reimbursement for time, etc. Try your best!

Develop the agenda

Always create an agenda well before a team meeting. Please note that this agenda should not sidestep any other communication that should be occurring (e.g., the consultant may want to know right away if a new skill-acquisition program or a behavioral strategy is not going well).

• Start by writing down what is going well/not going well, along with any new behaviors, both positive and challenging.
• Have data summarized and analyzed before the meeting.
• Add anything that the supervisor or the collective wisdom of the group could help resolve.
• Review last month’s meeting notes paying close attention to any open or unfinished items. This should occur at every meeting.
• If the child is also receiving services in a school or center-based environment, seek input from those providers as well.
• Bring to the table any observations made by people in the community that highlight some skill or skill deficit which might have gone unnoticed.
• Prioritize agenda items and, if necessary, allocate a specified amount of time to discuss each item.
• Finally, make sure the agenda is well balanced and addresses everyone’s concerns.

Circulate the agenda

• Make sure to circulate the agenda to everyone attending the meeting, ideally a few days before the meeting.
• Ask all team members to notify you ahead of time of any other agenda items they might have that were not added yet.

Starting the meeting

• Begin the meeting promptly (and end on time as well).
• Ensure that there is agreement about the agenda items and inquire about whether there are any important items to add.
• Ask members to share a personal good news story. This is a great way to get to know each other and build team morale.

During the meeting

• Stick to the agenda to the extent possible, being flexible to add in any new items of importance.
• Encourage every team member to share their ideas, tips for working with the child, or difficulties.
• Have team members share details about specific reinforcers or strategies with the group.
• Discuss any struggles to teach a particular skill. This will help the group learn about any discrepancies across team members.
• Similarly, they may be struggling to teach a particular skill. This will help them learn about any discrepancies
  across team members or general concerns.
• Whenever two members go off on a tangent that doesn’t require the full team’s attention, ask them to discuss it after the meeting. This would include off-topic discussions and other “small talk.”
• Discourage attendees from checking their phones or texting during the meeting.
• Vary the format as warranted.
• Review videos as a group (e.g., teaching sessions, generalization of skills in different situations/settings).
• In some instances, involve the child in the meeting as well. Every team member can work briefly with the child on one or more tasks while the remainder of the team observes and offers feedback if suitable. The supervisor can take notes and give feedback afterwards if this would be more appropriate.

Make sure to end on a positive note

• Mention any positive events or achievements of the child.
• Reinforce the efforts of the team or individual’s efforts (be specific about what is being praised and why).

Take meeting notes

• Take careful notes of any recommendations, ideas or changes to specific programs. Meeting notes should clearly identify any action items along with who is responsible for completing that item (include time frame for completion).
• Any action items not completed from last month’s meeting notes should be continued on the subsequent month’s meeting notes.
• The meeting notes would not preclude the consultant from distributing written recommendations (this would be particularly important if a behavior reduction plan was warranted).

Distribute meeting notes

• Send the meeting notes to everyone attending the meeting and anyone who missed the meeting (we rely heavily on email with the assurance that the email content is privileged and kept confidential). Send copies to any other relevant people, like the child’s teacher or other related service providers.
• In some cases, it may be helpful to have attendees initial a group copy to ensure that the notes were reviewed and understood or respond back via email to indicate such.

Final Suggestion

Use applied behavior analysis with your team, not just with your child, by assessing the team’s skill at using meeting times productively and efficiently and at taking steps needed to improve both group process and outcomes. It helps if everyone is committed to helping the child realize his or her fullest potential and to investing in the process to become better providers and team members. Best of luck to you with your meetings.

Citation for this article:

Chojar, P. (2016). Clinical Corner: Productive meetings in home ABA programs. Science in Autism Treatment, 13(3), 29-32.

About the Author

Preeti Chojar, MCA, has been a Board Member of the Association for Science in Autism Treatment (ASAT) since 2007 and currently serves as the lead on all of ASAT’s website efforts. This role includes uploading new content weekly, updating content when needed, developing new pages, and otherwise managing the site. 

When her son was diagnosed, she had no knowledge of autism. She educated herself by attending numerous conferences, asking questions and reading as many books and articles as possible. She worked hand in hand with the staff at her son’s schools and the team at home.

She is a software professional. She has used those skills, innovative thinking and her commitment to her son to develop and carry out an unrelenting path forward for him. Her level of involvement and commitment to science-based treatment has sustained over the years.

This article has been reposted with permission from Action Behavior Centers.

In the field of Applied Behavior Analysis (ABA) therapy, ABA therapists perform techniques to help children with autism or other developmental disorders improve their social, communicative, and behavioral skills. ABA autism therapy involves breaking down complex skills into smaller, more manageable steps, and using positive reinforcement to encourage the child to learn and practice these skills. ABA therapists and behavioral technicians will often use visual aids, such as pictures and charts, to help children on the spectrum understand what is expected of them. Through these processes, it is very important to understand that the progression of treatment and successes are optimized as the child shows comfortability and a willingness to proceed.

In Applied Behavior Analysis (ABA) therapy, an autistic child’s agreement or willingness to participate in a particular intervention or activity is known as assent. It is an essential ethical requirement in ABA therapy to obtain the child’s assent before initiating any treatment. Assent is different from consent, which is obtained from a parent or legal guardian before starting any treatment or intervention. Assent is important for all children, regardless of their perceived ability to understand the nature and purpose of the treatment. 

The process of obtaining assent involves an autism therapist or clinician explaining the therapy process to the child on the spectrum in a way that they can understand and encouraging them to ask questions or express any concerns they may have. Listen carefully to their responses and address any issues or fears that they may have. For children with limited receptive and expressive language, assent is granted and revoked through other cues. This might include the child shaking their head, crying, or looking away. At ABC, we require clinicians to assess each child’s method of granting and revoking assent. If the child does not give their assent, then the treatment or goals are revised to meet the child’s needs. It is important to honor their wishes and find alternative solutions if necessary. 

Assent plays a vital role in the process of autism therapy. By providing assent, you are allowing the autistic child the right to make decisions about their own treatment. This helps build a positive relationship by involving the child in the decision-making process. This lays the foundation between the therapist and the child to increase trust, cooperation, and engagement in therapy. When a child gives their assent, they are more likely to be invested in the treatment process and to actively participate. This can lead to greater treatment effectiveness and better outcomes for the child’s autism symptoms. 

It is also important to note that the age at which a child can provide meaningful assent will vary depending on the situation and the child’s individual development. At Action Behavior Centers, we make sure that obtaining assent from a child is at the forefront of our practices as it is an important step of ABA therapy. We believe that it ensures that the child’s rights and interests are protected and that they are treated with respect and dignity. By following this practice, we are prioritizing the comfortability of children on the spectrum and guiding them into a more successful outcome from our ABA services. 

About Action Behavior Centers

Action Behavior Centers (ABC) is an organization committed to the treatment of children using empirically validated methods and strategies to assist each child in reaching his or her greatest potential and improving their quality of life.

Learn more at their website: https://www.actionbehavior.com/