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Session 3: Task Analysis

Graduate Candidate

ELSE 6073

Running head: TASK ANALYSIS

TASK ANALYSIS

Arkansas State University

ELSE 6073 Educational Procedures for Moderate to Profound Disabilities

Session 3: Chaining and Task Analysis

Teacher: Ms. Candidate

Instructional Cue: During a class discussion, teacher will call on a student for a response.

Student: Johnny

Settings: Resource Social Studies Class

Target: Appropriate participation in classroom discussion

Day(s): 20 with checks every 5 days

Probe Schedule: every 5 days of class starting on Day 5 after class

Stage of Learning: Acquisition

Teaching Method: Discrete Task Analysis;

Total Task Chaining; Positive Reinforcement

Student Chart (Visual Prompt) to provide a self-management strategy

Instructional Task/ Goal: During Social Studies class, Johnny will participate in a whole group discussion completing 8/8 steps for appropriate participation, independently, 5/5 days per week, by the end of twenty consecutive days of instruction. Days/ Dates → Task Steps ↓	1	2	3	4	5
1. Johnny will listen to teacher ask a question.
2. Johnny will look at teacher and listen carefully to hear the name the teacher calls.
3. If teacher calls his name, Johnny will answer question. If teacher does not call him, Johnny will look nicely at peer called on and listen to peer’s response.
4. Johnny will look at teacher and listen to teacher’s response.
5. Johnny will decide if he has more information that he would like to add. If Johnny wants to add more information, he will raise his hand and wait.
6. Johnny will listen to the teacher and see if his name is called.
7. If teacher calls his name, Johnny will answer question.
8. Johnny will look at teacher and listen to teacher’s response.
Total Independent:
Baseline/Teach/Probe:

NOTES:

Instructional Task/Goal: During Social Studies class, Johnny will participate in a whole group discussion completing 8/8 steps for appropriate participation, independently, 5/5 days per week, by the end of twenty consecutive days of instruction.

Objective 1 (Week 1): During Social Studies class, Johnny will participate in a whole group vocabulary discussion completing 6/8 steps for appropriate participation, independently, 3/5 days per week, by the end of the first five days. Goal Progress________________

Objective 2 (Week 2): During Social Studies class, Johnny will participate in a whole group vocabulary discussion completing 7/8 steps for appropriate participation, independently, 4/5 days per week, by the end of the second five days. Goal Progress________________

Objective 3 (Week 3): During Social Studies class, Johnny will participate in a whole group vocabulary discussion completing 8/8 steps for appropriate participation, independently, 4/5 days per week, by the end of the third five days. . Goal Progress________________

Objective 4 (Week 4): During Social Studies class, Johnny will participate in a whole group vocabulary discussion completing 8/8 steps for appropriate participation, independently, 5/5 days per week, by the end of the fourth five days. Goal Progress________________

Chart Code:

Baseline/Probe Method: For five consecutive days, teacher will use tally marks on the chart to determine how many times Johnny fails to follow one of the task steps and in which step Johnny struggles. During this time, teacher will not correct Johnny or provide feedback. During Johnny’s study hall on Day 5, teacher will meet with Johnny and discuss the baseline results. Teacher will explain intervention and self-monitoring chart. On Day 6, teacher will give Johnny his chart and remind him of procedure. For each subsequent day, Johnny will be expected to get his chart at the beginning of each class period. Teacher and Johnny will meet every Friday of intervention (Days 5, 10, 15, 20) during his study hall and discuss his progress and teacher expectations.

Materials: Teacher Task Analysis Chart; student task analysis chart;

Key: Plus sign (+) = successful completion of the step for the entire class period; Minus sign (-) = failure to complete the step for the entire class period; Check mark () = successful completion of the step but only after receiving a cue from the teacher

Recording Key: Each tally in a box represents a failure to follow that step one time during the discussion; a – will be placed in that box. If there are no tallies in a box, it represents a successful completion of that step; a + will be placed in that box.

Criterion: See below:

Student Chart:

Classroom Discussion Chart for Johnny

Date: Did I do it? Use tally marks.

STEPS	YES	NO
1. Listen to Mrs. Burroughs ask a question.
2. Look at Mrs. Burroughs and listen carefully to hear the name Mrs. Burroughs calls.
3. If Mrs. Burroughs calls me, I will answer question. If Mrs. Burroughs does not call me, I will look nicely at the person Mrs. Burroughs called on and listen to what that person says.
4. I will look at Mrs. Burroughs and listen to Mrs. Burroughs’ response.
5. I will think about the discussion and decide if I have more information that I would like to add. If I want to add more information, I will raise my hand and wait patiently.
6. I will look at Mrs. Burroughs and listen to see if my name is called.
7. If Mrs. Burroughs calls my name, I will answer the question. If Mrs. Burroughs does not call my name, I will wait patiently.
8. I will look at Mrs. Burroughs and listen to her response.

Written Analysis

Johnny is an 8th grade student who is diagnosed with high functioning Autism Spectrum Disorder. Johnny’s disability results in many difficulties including problems in social situations. The most pressing behavior issue in his resource classes is Johnny’s inability to appropriately participate in classroom discussions. This is especially evident in his Social Studies class. Johnny enjoys history and is knowledgeable about the subject. As a result, he wants to answer every question and give his opinion on every subject every time. This results in conflict between Johnny and his peers and creates a strained classroom environment. On a daily basis, Johnny talks over his classmates, interrupting and often derailing their thought processes. Johnny also glares at other students who are asked by the teacher to share their answers. Johnny, his classmates, and his teacher often experience frustration from Johnny’s outbursts and hijacking of the conversations. The goal of this intervention is to equip Johnny with the skills to appropriately participate in a true classroom discussion, sharing only when called upon and listening to the responses of his peers.

The target skill for this task analysis for Johnny is appropriate classroom discussion skills. In order to accomplish this goal, I analyzed the step-by-step procedures required to appropriately participate in a classroom discussion and created a flow chart detailing each step. The prerequisite skill for this goal is an ability to answer questions and share an opinion with the class. Johnny definitely has this ability. Throughout the year, I have repeatedly asked Johnny to not blurt out his answer or talk over a peer. I explained that I want him to raise his hand and then listen for the name that I call on to answer. Anytime we have this conversation, Johnny thanks me for the feedback and then, seemingly, forgets everything that I said. My hope is that this more formal strategy which includes a daily self-monitoring chart will provide Johnny with the scaffolding and reinforcement that he needs to be able to acquire this skill.

One challenge with the task that I selected is that participation in a classroom discussion is not an activity that occurs one time per day. Instead, appropriate participation in a classroom discussion is a series of events that occur over an extended time period. To account for this, I decided to use tally marks on the chart. During the discussion, I will place a tally mark in each step’s box whenever Johnny fails to execute a step correctly. If, at the end of the class period, there are no tally marks in a box, I will place a plus sign (+) there. If there are tally marks, I will place a minus (–) sign in the box. If Johnny successfully completes the step but only after receiving a cue from me, I will place a check mark () in the box. By examining the check marks, I will be able to identify the specific step(s) with which Johnny is struggling and target my feedback to his specific needs. I am concerned that this strategy will be time consuming during the initial phase of the intervention. However, I believe that Johnny will respond very positively to this intervention and will be able to gain the needed skills relatively quickly. I decided to include a self-monitoring sheet in this intervention because it will help Johnny to remember the required steps and will allow him to monitor his own behavior throughout the discussion. Johnny wants to please the teacher and will work towards accomplishing this goal.

I chose to conduct this intervention with Total Task Chaining. According to the Brown, McDonnell, and Snell (2016), Total Task Chaining can be successful in teaching social skills (p. 162). In order to implement this intervention, I will begin with a one-week (5 days) period of time during which I collect data on Johnny’s current implementation of these eight steps. During that time, I will not provide Johnny with any feedback, negative or positive, about his behavior during our class discussions. Instead, I will use tally marks to keep track of his current skill with each step. At the end of the baseline week, I will meet with Johnny one-on-one during his study hall time which is after our Social Studies class period. I will explain the problem, the intervention, the self-monitoring sheets, and how to use them. On Monday, Day 6, I will provide Johnny with the self-monitoring sheet and show him where they will be located. On subsequent days, Johnny will be expected to get a self-monitoring sheet upon entering the classroom. At the end of each day, I will meet briefly with Johnny so that we can discuss his self-monitoring sheet and compare it to my tracking sheet. Every subsequent Friday during the intervention, I will meet with Johnny during his study hall in order to discuss his progress and how he can do better.

I divided this task analysis intervention up into four two week chunks. I decided on this because Johnny has many strengths and is generally quick to learn and implement a new skill. To my knowledge, his lack of social awareness and social skills have never been directly addressed with a behavior intervention plan. My hope is that by acquiring this new proficiency, Johnny will be able to generalize it to other classes and social settings. Once he has accomplished this, I believe that it will lead directly to future social skills which can be addressed in a similar manner. Throughout this intervention, I will use instructional cues and response prompts (Brown, McDonnell, & Snell, 2016, p.165-166) in order to help elicit the correct responses from Johnny. In the beginning, these cues will be direct and vocal. When Johnny speaks out of turn or talks over a classmate, I will address the behavior and redirect him. As the intervention progresses, I will fade out these direct cues and utilize subtler cues, such as head nods/shakes and eyebrow raises. The need for these cues should fade out, as well. I will provide Johnny with immediate feedback throughout the intervention in the form of positive reinforcement and verbal redirection. This will help him to acquire the skill more quickly. When Johnny listens to me ask a question and then raises his hand and waits to be called on, I will thank him specifically for the behavior that I see. If he does not do this, I will redirect him and state the expectations. Earlier this year, I tried ignoring Johnny’s disruptive behavior to no avail. Johnny interprets me ignoring his behavior as me not seeing or hearing him. This only serves to ramp up his behavior. One preventive strategy that I will use, especially at the beginning of the intervention, is to state the name of the student I am calling on at the beginning of my question rather than at the end. This should signal Johnny that he needs to just listen and not try to answer.

Social interactions are difficult for most individuals with ASD, including Johnny. This Task Analysis is designed to equip Johnny with the necessary skills to enable him to participate appropriately in a class discussion. The specific steps spelled out on the student chart will help Johnny to remember how he is supposed to respond to the social cues in the classroom. Johnny currently possesses the prerequisite skills which will enable him to successfully complete this goal. I feel like this strategy will be successful and will naturally lead to other areas in which Johnny needs to improve. Once Johnny attains this skill, he should be able to generalize it to other settings, thereby improving his overall success in social situations.

References

Brown, F., McDonnell, J., & Snell, M. (2016). Instruction of students with severe disabilities (8th edition). Boston: Pearson.