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Please check, just in case…. Announcements. Turn in first classroom-based assessment now. Please remember to use person-first language in all assignments and in-class discussions.
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Announcements • Turn in first classroom-based assessment now. • Please remember to use person-first language in all assignments and in-class discussions. • Please make an appointment with me to talk about assignments if you wish. Please let me know days and time you are available and I’ll give you my next available appointment. • We need to assign tests ASAP.
APA Tip of the Day: Type Style “The preferred typeface for APA publications in Times New Roman, with 12-point font size. A serif typeface, ‘with short lines projecting from the top or the bottom of a mainstroke of a letter’ (Chicago Manual of Style, 2003, p. 837), is preferred for text because it improves readability and reduces eye fatigue” (APA, 2010, pp. 228-229).
APA Example Serif Type Style examples: • Times New Roman • Courier Sans Serif Type Style examples: • Arial • Century Gothic
Topic: Task Analysis August 20, 2013
Small Group Activity: • In small groups, decide on a math problem that you will teach an imaginary student to solve. Write out the steps to solving the problem on a big piece paper. • Switch groups and follow the directions to solve the problem. • Briefly report on observations.
Definition of Task Analysis It is the process of breaking down a skill or activity into a set of discrete steps that you can then teach to an individual one-by-one (forward or backward chaining). You can then assess an individual’s performance on each step of the task, either as done or not down (check list) or by the type of prompting or cueing required (rating scale).
Chaining: “teaching students to perform a sequence of functionally related responses in an approximate or exact order to complete a routine or task.” (Snell & Brown, 2000, p. 163)
Applying Task Analysis • Conduct a pre-test. • Determine general instructional procedures. • Develop data collection forms. From: The Syracuse Community-Referenced Curriculum Guide, Ford, et al., 1989
Step 1: Pre-test • Establish baseline performance. • Determine which skills to target for instruction. • Identify necessary adaptations. • Identify types of needed instructional prompts.
Example of Pre-Test Skill Area: Lunch line • Observe several students going through the lunch line to identify necessary behaviors and skills. • Observe your target student going through lunch line. • Note discrepancies between your student’s performance and the behaviors/skills of “doing lunch line.”
Step 2: General instructional procedures • Structural information: (location, students, time, materials) and • Procedures: (prep, review, intro, participation, closure).
Step 3: Data Collection Forms • Identify specific performance targets, • Determine appropriate instructional prompts.
Student: Activity: Date: Observer: M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP M V G PP FP
Student: Activity: Date: Observer:
Quick Partner Brainstorm: • Identify all of the natural cues that you can think of that you use in your activities of daily living. • What sort of “fail safes” do you rely on to remind you when you’ve forgotten something.
Cues: Natural and/or routine clues that guide behavior. • Environmental • Physical • Social
Prompts: Reminders when an individual has not taken advantage of natural cues. • Physical • Gestural • Verbal • Modeling
Fading:A gradual reduction in reinforcement or prompting. Examples: • Indirect vs. Direct Verbal Cues • Increase Time Between Prompts • Decrease Physical Proximity
How does criterion-referenced assessment fit into making decisions about fading prompts?
Important Points: • Be aware of and capitalize on natural cues. • Implement cueing, prompting, and fading systems strategically and consistently. • Plan how to fade a system of prompting, understanding that some individuals will always need some amount of planned prompting.
Quick Write: How often do you use task analysis in your teaching/intervention practice? To what extent to you think you could either improve or expand your sue of task analysis? How so?
Field trip! In small groups (4 or less) choose a functional task that you can observe a group member performing here on campus (e.g. washing hands, buying coffee, checking out a book). Then, as a group, watch your victim perform the activity and write down all of the steps for the skill inventory. Return by 9:00 sharp!
Whole Group Discussion • What supplementary support and/or aids would someone with a physical or sensory disability need to accomplish your task? • What might be appropriate types of prompts that you could integrate into teaching this skill/activity? • In what ways could new technologies make data collection easier?
