Using+Task+Analysis

__ Using Task Analysis __ In simplistic terms, task analysis refers to the process that breaks down an activity or task into smaller parts or steps.The main concept is that a skill is broken down into all of its component pieces and then taught one piece at a time in a chain until the entire chain is mastered.

The task analysis process can be a useful tool for students who have problems mastering complex difficulties, for example students with autism or learning difficulties. We often expect students to be able to figure out the steps involved in completing a task, but when it comes to the special needs population it is necessary we take the time to explain each different component. It may seem self explanatory to ask a child to ‘brush their teeth’ for example, but there are several steps involved that may be difficult for a special needs student to perform. So the simple instruction of ‘brushing your teeth’ is not as simple as it may have initially seemed. At first you might guide the child through each step, but gradually you should fade the prompts and reinforcements, encouraging the student to gain independency.

Task Analysis holds many benefits for both teachers and students (with or without a disability); – Goals are more easily understood and accomplished if the expected outcome is presented in pieces – Students are more likely to recall material at a later date – Helps the teacher further understand the material they are teaching to their students – Useful to help both students and teachers stay on track through a specific learning process – Makes complex goals more achievable – Makes Directions clearer – Provides the teacher with a view on the perspective of the learner and the complexity of the learning task

For further information and examples on 'Task Analysis' visit [|Task Analysis - How To Do It]

__References: __

– Foreman, P. (2008).Inclusion in Action. Second Edition. Melbourne, Australia; Cengage LearningAustralia.