Creating a Task Analysis and Describing the Chain Procedure

Creating a Task Analysis and Describing the Chain Procedure

Teaching a learner with autism is difficult to work, but the payout is often worthwhile. Nia, a 14-year-old girl, has autism and only communicates through picture exchange communication (PEC) and sign language. When teaching learners with disabilities, teachers must be mindful of the goals of teaching such learners. Thus, Nia will require a lot of support while being taught. The teacher must ensure their objectives are achievable by planning. It will be easy to help the learner if the teacher knows their weaknesses and strengths. Therefore, while teaching Nia, the teacher should concentrate on PEC. PEC is an acceptable and effective alternative to spoken or sign language for persons unable to express themselves verbally. PEC teaching will help increase students’ communication skills, and they could learn to use cards to request things, answer questions, and make comments (Shepherd and Diana 89).

The chosen behavior related to life skills is tooth brushing. Tooth brushing entails six steps.

• Step one is to take the toothbrush and paste from the cabinet and put a considerable amount of toothpaste on the toothbrush.
• Step two is brushing the outer surfaces of the teeth gently.
• Step three is tilting the toothbrush at a 45-degree angle and brushing it against the gum line to remove food debris.
• Step four is brushing the inner surface of the teeth.
• Step five is cleaning the chewing surface of the teeth by brushing the top of the back teeth.
• The final step is to brush the tongue for fresh breath to remove harmful smell-causing bacteria.

The first step in writing a task analysis is defining the task in detail, breaking it into sub-tasks, and assigning the cost and reason for executing every step. Finally, I will identify all the necessary resources for completing the activity and then build a chaining procedure detailing how these tasks are connected (Miltenberger 34). Also, I will ensure the steps are described in bullet format or diagrams. The chain procedure to teach this skill is forward chaining. Forward chaining will help break the skill into stages and ensure the behavior is conducted in phases as they naturally happen. Brushing skills will then be split into six steps, as highlighted above. The teacher will introduce the learner to complete only the first step of the task analysis and give the learner independence in the next step to attain a reinforcer. This type of chain analysis was selected because it is simple and easy for students to understand.

Works Cited

Miltenberger, Raymond G. Behavior Modification: Principles And Procedures. Cengage Learning, 2015.

Shepherd, Terry L., And Diana Linn. Behavior and Classroom Management in the Multicultural Classroom: Proactive, Active, and Reactive Strategies. Sage Publications, 2014.

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Create a Task Analysis and Describe a Chaining Procedure

In this unit, you discussed ways to establish new behavior. For this Discussion Board, you will choose a behavior to teach your client, Nia. Nia is a 14-year-old female with autism who communicates using sign language and picture exchange communication. Choose a behavior to teach Nia that will apply to her classroom setting. Design a task analysis and describe a chaining procedure to teach this skill.

Watch the Unit 6 Lecture.

Choose a behavior related to life skills—for example, washing hands, showering, tying shoes, etc.

Write out a task analysis and describe the chaining procedure you would use and why this procedure is appropriate.