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IRCA Articles > Behavior

Applied Behavior Analysis: The Role of Task Analysis and Chaining

Contributedby:  Dr. Cathy Pratt, BCBA-D

Director, Indiana Resource Center for Autism


A task analysis is used to break complex tasks into asequence of smaller steps or actions. For some individuals on the autism spectrum, even simple tasks canpresent complex challenges. Having anunderstanding of all the steps involved for a particular task can assist inidentifying any steps that may need extra instruction and will help teach thetask in a logical progression. A taskanalysis is developed using one of three different methods. First, competent individuals who havedemonstrated expertise can be observed and steps documented. A second method is to consult experts inperforming the required task. Andfinally, those who are teaching the skill can perform the task themselves anddocument steps.

As task analyses are being developed, it is important toremember the skill level of the person, the age, communication and processingabilities, and prior experiences in performing the task. For those on the autism spectrum, alsoremember their tendency toward literal interpretation of language. For example, students who have been told toput the peanut butter on the bread when making a peanut butter and jellysandwich have literally just placed the entire jar on the bread. Here is an example of a tasks analysis forputting a coat on:


1. Pick up the coat by the collar (the inside of the coat should be facing you)
2. Place your right arm in the right sleeve hole
3. Move your arm through until you can see your hand at the other end
4. Now reach behind with your left hand
5. Locate the left sleeve hole
6. Put your arm in the left sleeve hole
7. Move your arm through until you see your hand at the other end
8. Adjust the coat so it is ready to zip

Again, the number of steps involved and the wording usedwill differ depending on the individual. Once an individual tries the task analysis, it may need to beadjusted. You will also notice that thesteps are operationally defined.

After a task analysis is developed, chaining procedures areused to teach the task. Forwardchaining involves teaching the sequence beginning with the first step. Typically the learner does not move onto thesecond step until the first step is mastered. In backward chaining, the sequence is taught beginning with the laststep. And again, the previous step isnot taught until the final step is learned. One final strategy is total task teaching. Using this strategy, the entire skill istaught and support is provided or accommodations made for steps that areproblematic. Each of these strategieshas benefits. In forward chaining, theindividual learns the logical sequence of a task from beginning to end. In backward chaining, the individualimmediately understands the benefit of performing the task. In total task training, the individual isable to learn the entire routine without interruptions. And they are able to complete any steps thathave been mastered.

Regardless of the strategy chosen, data has to be collectedto document successful completion of the entire routine and progress onindividual steps.  How an individualprogresses through the steps of the task analysis and what strategies are usedhave to be determined via data collection.


Reference

Cooper, J.O., Heron, T.E, and Heward, W.L. (2007). AppliedBehavior Analysis (2nd Edition). Upper Saddle River, NJ: PearsonMerrill Prentice Hall.


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