Session 8 Powerpoint 2 instruct strateg

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TASK ANALYSIS By Diana Salas-Deitch Azusa Pacific University

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TASK ANALYSIS - A Process Is a process of breaking down a task into a sequence of its component steps needed to accomplish the specific task.   TASK ANALYSIS - A Strategy In the field of special education, the use of task analysis is an effective strategy for teaching functional life skills to young children, as well as students of exceptionality who have difficulties mastering complex tasks, have processing disorders, or have difficulty with organization. (e.g., individuals with autism, cognitive delays, or learning disabilities)

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TASK ANALYSIS - How the Process Works   Determine what task you want the student to perform Determine what steps are necessary to complete the task by writing down each of the steps needed to complete the task Determine the sequence in which the steps occur in order to complete the task Determine which parts of the task the student can already do on their own without assistance Determine which parts of the task the student can partially do with or without some support Teach the student the sequence of steps in a task, one step at a time, by choosing one of three chaining approaches: Total Task Approach Forward Chaining Backward Chaining

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CHAINING APPROACHES: Total Task Teach all steps of a task at the same time in a forward order. Use a prompting system on each step. Follow reinforcement guidelines.¹ As student masters a given step, expect student to perform that step without assistance. (Snell & Brown, 2006, p.p. 339-341)

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CHAINING APPROACHES: Forward Chaining Teach the first step(s) of a task until mastery is achieved, while guiding student through rest of task on each trial. Then expect student to complete first learned step and shift instruction to the next step(s) until mastery (and guide through rest of task) and so on. Follow reinforcement guidelines.¹ (Snell & Brown, 2006, p.p. 339-341)

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CHAINING APPROACHES: Backward Chaining Providing instruction on the final step(s) of a task until mastery on final step(s) is achieved, then providing instruction on the next step(s) from the end until mastery and so on. Follow reinforcement guidelines.¹   ¹ Reinforcement guidelines: When using any of the prompting or chaining procedures, reinforcement follows a similar pattern: Give quick reinforcement for independent steps and for cooperating or performing teaching step (e.g., praise, smile, pat) with more reinforcement or natural reinforcement at the end of the task. Reinforcement must be individualized.   (Snell & Brown, 2006, p.p. 339-341)

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TASK ANALYSIS - An Effective Instructional Strategy for the Special Educator Promotes positive outcomes as it can be utilized in both special education and home environments to help students learn functional life skills and gain independence “Makes it easy to set clear goals for teaching life skills to special needs learners” “Makes it easy for completing follow up evaluations and assessment tasks as needed” “Makes it easy to make choices about appropriate goals to include in an IEP” “Makes it easy to set as additional home based priorities with family support” (Vize, 2010)

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References   Collins, B. (2007). Moderate and severe disabilities: A foundational approach. Upper Saddle River, New Jersey: Merrill Prentice Hall.   Snell, M. & Brown, F. (2006). Instruction of students with severe disabilities, 6e. Upper Saddle River, New Jersey: Merrill Prentice Hall. Vize, A. (2010). Daily living skills: Teaching life skills to special needs learners. Retrieved on 3/30/2010 from: http://brighthub.com/education/special/articles/67334.aspx