Behavior Bulletin
Scenario
When presenting a lesson, students usually pay attention, but the challenge arises during guided practice or when you ask them to work independently. You often see the same students raising their hands, saying, "I don't know what to do" or disengaging altogether.
Tutoring these students for even a few seconds can reinforce their helplessness and disrupt your mobility, causing the rest of the class to lose focus. Soon, the noise level increases, prompting you to intervene with frustration: "Class, it's too noisy! You should be working, and I can't be everywhere at once." There must be a simpler solution.
Your partner teacher mentioned that when see this it signals a need for a task analysis...but what is that?
We know that some tasks, even seemingly straightforward ones, can be a hurdle for our students, with or without a disability. Task analysis provides a clear pathway to success by breaking down complex activities into smaller, digestible steps. Think of it as creating a personalized roadmap for learning a new skill.
Whether you call it task analysis or a Visual Instruction Plan (VIP) like Fred Jones (author of Tools for Teaching) suggests, the result is the same: increased student independence and a more positive classroom environment. By giving them a tool to support their understanding each step, we're empowering our students to thrive.
Task Analysis can be used to teach a variety of skills:
- Self-care skills, such as brushing teeth or getting dressed
- Social skills, such as taking turns or initiating conversation
- Academic skills, such as writing a paragraph or solving math problems
- Classroom procedures, such as arrival routines or how to sharpen a pencil
- First, through simple clarity, they reduce the performance anxiety that typically precedes hand raising or disengagement that results when students don't know what to do.
- Second, when teachers substitute a task analysis for tutoring, they remove the social reinforcement for learned helplessness.
- Third, by prepackaging the support in visual form, helping interactions can be brief -- usually a few seconds as you point out some critical feature.
Keep it Simple:
Avoid overwhelming your learner with too many steps. Start with the most essential steps and gradually add more as they master the skill.Use Clear Visuals:
Choose images or icons that are easy to understand. Ensure the visuals are uncluttered and visually distinct from each other.Be Flexible:
Adapt your task analysis as your learner progresses. Modify or remove steps as your learner gains independence and mastery.Think Outside the Box:
Explore different formats like flowcharts or social stories. Consider incorporating your learner's interests or preferred characters into the visuals.
Research-Based Resources
Researched Based Supports for Additional Learning:
ABAinSchools: Creating Task Analysis Visuals: The Key to Independence
- Education World: Positive Discipline- Virtual Instruction Plans
Key Studies to Support Intervention Effectiveness:
Using task analysis to promote engagement in special educational settings
Using Task Analysis to Support Inclusion and Assessment in the Classroom
Student Support Specialists
Sarah Cato - EEA, CPES, WCES, THS, LIFE18
Ami Phillips - GLJHS, TJHS, TMHS, WWJHS, OIS
Jennifer Sewell - DPES, LES, WES, WEST, NIS
Brianne Carbery - CES, CFES, CPJHS, TCES
Rodeliah Elloie - TES, RES, GOES, Connections Academy
Nikki Braddick- TIS
Audra Arnold - STAR
Behavior Specialist- Ami Phillips
Email: amiphillips@tomballisd.net
Phone: (281) 357-3140 x4126
Website: Behavioral Health Website- TISD
Location: Tomball Innovation Center (TIC)