Running Head: TASK ANALYSIS AND CHAINING PROJECT 1

Task Analysis and Chaining Project

Rebecca Turner

EDU 347
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Student Information

Johnny is a thirteen year-old male, multiracial student with an intellectual disability

who attends a self-contained school in his local school district. This school is designed for

students with Special Needs and located within the school is a sensory room and a motor

gym. Johnny currently lives with his grandfather and he has attend this school for 8 years.

Johnny has had the same classroom teacher for three consecutive years. The classroom

teacher has noted that there has been very limited improvement seen in Johnny over the

years. He is low-functioning and is considered non-verbal. He typically does not respond to

his name or other instructions. Johnny does not make eye contact and will often shut his

eyes when he finds a task too difficult to accomplish. Johnny has an IEP (Individualized

Education Plan) and he receives assistance, primarily from paraeducators, in the classroom

and during activities.

Johnny is motivated by a few specific items: his spiky red ball, physical contact

(e.g. a fist bump, high-five, or pat on the shoulder), pretzels, and cheddar cheez-its.

According to the teacher and observation, Johnny is not motivated by a lot, but the things

that do motivate him typically greatly increase the likelihood of his cooperation. Johnny

receives one-on-one attention from a paraeducator for the majority of the day. The

classroom teacher created an activity for him that matches shapes and that is the only

consistent activity that Johnny participates in. He needs full support and physical help

while completing this activity. A goal in his IEP is to eat food one piece at a time, as he
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would typically snatch all food in front of him. This goal is practiced every day at lunch but

he has not mastered this goal yet. Johnny does not receive a lot of one-on-one time with the

cooperating teacher as she is usually working with other students on academic tasks

throughout the day.

Targeted Task

The targeted task for this task analysis and chaining project for Johnny is to wash

his hands independently with 80% accuracy over five consecutive attempts. Johnny’s

cooperating teacher suggested this task because it is a daily living skill (DLS) that is

necessary for independent self-care. This skill is important as it is something he will use

multiple times a day before and after meals, recess, art, and being changed. This task was

selected because Johnny currently knows no steps in the procedure of washing hands. He

does comply when someone assists him with hand over hand support. This skill will lessen

the amount of time it takes for the teachers to change Johnny resulting in less time out of

the classroom. This skill will also help Johnny remain healthy which will result in less sick

days. When mastered, Johnny will be able to wash his hands with no prompts or assistance.

Washing hands, when mastered, will increase Johnny’s independence.

Task Analysis

The task analysis used for this chaining procedure was implemented as follows:

Task: Washing Hands

1. Walk to the sink

2. Roll up sleeves
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3. Turn water on

4. Put hands under water

5. Squirt soap on hands

6. Rub hands together (x4)

7. Rinse off hands under water

8. Turn off water

9. Pull paper towel down from dispenser

10. Dry hands with paper towel

11. Throw paper towel away

12. Roll sleeves back down

Figure​ 1. Example of task analysis used for chaining procedure.

For Johnny to complete this task, he will need several prerequisite skills. He must

know where the classroom sink is located and he must be able to have the fine motor skills

to turn the faucet handle. Without these prerequisite skills, Johnny will not be able to do

this task independently. Johnny does not need a step-stool as he is tall enough for the sink,

but he does need help reaching the handsoap located near the corner of the counter. Once

this was realized, the location of the soap changed to be within reach of Johnny. Based on

observation and teacher recommendation, Johnny will need a strong reinforcer to help him

stay on task during this procedure. Since this procedure involves water and soap, a

reinforcement after each step might come as a challenge.

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Chaining Procedure

When teaching a multi-step task to a student, there are various methods in which it

can be taught: Forward chaining, backward chaining, and total task chaining (​Slocum &

Tiger, 2011). Total task chaining (TTC) teaches clusters of steps sequentially. It teaches the

entirety of the task which can help with swift mastery, but it can also increase the

probability of error. Backwards chaining (BC) and Forward chaining (FC) are taught in

individual steps which allow students to master each step before continuing on. Forward

chaining involves ​varying degree of prompts as training progresses. (​Jerome, Frantino, &

Sturmey, 2007). Backwards chaining is used to help students master the last step first,

while forward chaining is designed to help the student master the initial step first (Chazin,

Bartelmay, Lambert, & Houchins-Juarez, 2017​).

In this project, backwards chaining was chosen to help Johnny master the task.

Johnny was close to independence for the last step of the task analysis when baseline data

was taken, so it made since to begin from the last step and chain each step backwards. After

each step, Johnny will receive a behavior specific praise (BSP) in addition to a high-five.

Because of the nature of the task, which involves soap and water, it was not possible for

Johnny to receive something edible after each step. After he completed the entire task, he

could choose to either have a pretzel or a cheez-it. Behavior Specific Praise typically

increases on-task behavior, task completion, and correct academic responses. (​Allday et al.,

2012).​ In addition, using BSP has been proven to increase student motivation and

strengthen student-teacher communication (​Duchaine, Jolivette, & Fredrick, 2011). ​Johnny

responded well to the BSP (i.e. smiling, laughing) in addition to the other reinforcements
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that were provided. Backwards chaining worked the best for this particular task analysis

because of what Johnny already knew and the goal he was trying to reach.

Results

In general, there was a slight increase in independence with Johnny completing the

task. This increase was not drastic and much more time and data would need to be taken

before mastery could occur. Johnny did not comply as we expected him to. Though he

enjoyed the reinforcements and getting out of his seat to complete this task, he did not seem

to understand the process. After the chaining process, the teacher disclosed that washing

hands is something that has been unsuccessfully attempted before with Johnny. That being

said, Johnny may need much more intense intervention on a daily basis for him to master

this task.

Figure​ 2. Graph of independent steps completed in the task analysis

Slight improvement is hopeful, but the results were not what we hoped to see. The

biggest change can be seen with the lessening of intensive prompts. The entire task was
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physically prompted at the beginning of this project and at the end, there were a few

independent steps as well as a decrease in physical prompts.

​ raph of total prompts given during each session. Some prompts were
Figure 3. G

given together.

It is evident that Johnny is capable to master this task because of the improvement

that was seen in a short amount of time. This is seen as the amount of fully physical

prompts decreased with each session. With a decrease in physical prompts came an

increase of verbal prompts, but overall, the prompts decreased with time. Even though As

the results were not what we hoped, a decision was made to hopefully improve results. At

intervention session number 8, Johnny was walked to a sink outside of the bathroom to

practice washing his hands. When outside the classroom, Johnny was less distracted and

more focused on the current task. The number of independent steps increased by one when

this change was made.

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Future Recommendations

The most challenging aspect of this project was the time constraint and the

inconsistency. Since there could only be chaining two days of the week, sometimes less if

there was a cancellation, Johnny would not seem to remember the steps after a day or a

weekend off. He needs more consistent and more data to see steady improvement. Another

challenging aspect was getting Johnny to cooperate. Johnny would oftentimes close his

eyes and make his arms limp so that his arms had to be fully guided. When he would do

this he did not seem to be learning the steps. I combated this by changing the location of

where the task took place and changing the reinforcements.

Overall, the chaining was a success as Johnny did increase the number of

independent steps he was able to master. With more time and consistency, Johnny would

be able to master this task. I learned a lot through this assignment. I learned about

perseverance and the necessity for flexibility. I also learned that success can come through

small victories as well as big ones. I also learned how to communicate with my student

without using my words (e.g. gestures, smiles, holding his hand, etc). I learned to love this

student in a new capacity.

Bibliography
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Allday, R., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, C.

(2012). Training General Educators to Increase Behavior-Specific Praise: Effects

on Students with EBD. ​Behavioral Disorders,​ ​37(​ 2), 87-98. Retrieved from

http://www.jstor.org/stable/23890733

Chazin, K. T​., Bartelmay, D. N., Lambert, J. M., & Ho​uchins-Juarez, N. J.​ (​2017​). ​Brief

report: Clustered forward chaining with embedded mastery probes to teach

recipe following​. ​Journal of Autism and Developmental Disorders,​ ​47​,

1249​-​1255​. ​https://doi.org/10.1007/s10803-017-3038-z​.

Duchaine, E., Jolivette, K., & Fredrick, L. (2011). The Effect of Teacher Coaching with

Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms.

Education and Treatment of Children,​ ​34​(2), 209-227. Retrieved from

http://www.jstor.org/stable/42900583

Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and

backward chaining on the acquisition of Internet skills in adults with

developmental disabilities. ​Journal of applied behavior analysis,​ ​40(​ 1), 185–189.

doi:10.1901/jaba.2007.41-06

Slocum, S. K., & Tiger, J. H. (2011). An assessment of the efficiency of and child

preference for forward and backward chaining. Journal of Applied Behavior

Analysis, 44(4), 793–805.

Data Form:
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Time 9:10am 10 9 9:30 10:30 9 9:30 9 9:20 9 9:30

am am am am am am am am am am
Steps of Session 1 2 3 4 5 6 7 8 9 10 11
the Chain
Date 3/4 3/4 3/18 3/18 3/25 3/27 3/27 4/1 4/1 4/3 4/3

FP VP I G G VP VP G G G VP
1.Walk to sink

M PP PP VP VP G VP VP VP G I
2. Roll up sleeves

FP VP G M FP FP PP VP VP VP G
3. Turn on water

M VP G G G G VP G G VP VP
4. Put hands under
running water

FP FP FP FP PP FP FP FP FP PP PP
5. Squirt soap on hands

FP FP FP FP PP PP M G G G G
6.Rub hands together x4

FP G M PP VP PP VP G PP PP VP
7. Rinse off hands

FP FP VP PP VP PP PP PP PP PP PP
8. Turn off water

FP M M G G M I G I VP I
9. Pull paper towel
down from dispenser

FP M G M I I G I I G G
10. Dry hands with
paper towel

I I I I I I I I I I I
11. Throw paper towel
away

I I I I I I I I I VP I
12. Roll down sleeves

2/ 2 3/12 2/12 3/12 3/12 3/12 3 4/12 3/12 4/12

TOTAL out of 12 12 /12 /12

Teacher Interview:

Student Pseudonym:​ Johnny

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Grade:​ 5/6
Age: ​13 years old
Environment: ​Rural
Parents/Guardians (Pseudonym):​ Grandfather: Kenneth Woodson
Siblings:​ None noted
Current Grades in School: ​None noted
Present Level of Performance: ​Teacher did not have results back from alternate
assessments
Any adaptations in place for taking assessments? ​Yes, Johnny receives alternate
assessments
Academic Strengths:
He can follow one or two step verbal command, able to sit for 10-20 minutes at a time
Academic Areas for Improvement:
He can’t have things put in front of him without him grabbing items.
Behavioral Strengths:
He will listen to verbal commands/directions, cooperative (not combative),
Behavioral Areas for Improvement:
He could grow in the area of attention and focus (closes eyes and becomes
non-responsive)
Describe the level of independent functional skills.
Johnny could be described as very low functioning. He primarily sits at his desk with a
stemming item. He does try to pull up and down his pants. He needs assistance.
Describe social skills and relationships with peers:
Not aware of peers, he does enjoy interaction with staff, enjoys walking, will smile/laugh
Describe organization and decision-making skills:
Non existent
Describe things that he/she finds motivating and reinforcing:
Spikey Ball, Food
Goals or aspirations the parents have for their child for this school year:
Grandfather: Listening to orders/commands.
Potty training, speaking, reading, writing

Review of Records:
What items did you review (e.g., sample work, report card, progress reports,
behavioral records, IEP, BIP, FBA, anecdotal notes, etc.)? ​IEP
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Current Level of performance :

Goal : (Reading) Given a variety of activities, Johnny will match 5 colors in three
consecutive trails with 75% accuracy by the end of this IEP.

Johnny is currently using the TEACCH approach. He uses picture cards to identify work,
lunch, and wash hands. He can sit at his desk for an average of 30 minutes. He can match 3
colors in 3 consecutive trails of four with 75% accuracy.

Goal : (Math) When given a variety of activities, Johnny will match 5 same color basic
shapes in 3 consecutive trails with 75% accuracy by the end of this IEP

Johnny is able to put 1-5 pegs in a task box when given a verbal command. He is able to
match 3 same color shapes in 3 consecutive trails out of 4 with 75% accuracy. He now
needs to increase his matching to 5 basic shapes. Compared to his typical peers, Johnny is
showing a deficit in math.

Goal: Self Help (lunch)

When given three pieces of food from his lunch tray, Johnny will place one piece of food at
a tie in his mouth off of a fork in 3 consecutive trails with 75% accuracy by the end of this
IEP.

Johnny is able to hold a fork and eat the food that is placed on the fork with 75% accuracy
in 3 consecutive trails out of 4. Johnny is not able to have any food placed in front of him
as he grabs all food and places it in his mouth. Compared to his peers, Johnny is showing a
deficit in eating lunch.

Goal: Self Help (Restroom)

When given a variety of activities, Johnny will complete a two-step instruction in 3
consecutive trails with 75% accuracy by the end of this IEP.

Johnny is able to take off his backpack and jacket when verbal directions are given with
minimal assistance but he drops the items to the ground with 60% accuracy. He needs to
work on hanging up his jacket and backpack and pulling up and down his pants when being
changed with verbal prompts assistance. Compared to his typical peers, Johnny has a
deficit with rest rooming skills and hanging up items on a hook.
Does the student receive any accommodations or modifications in the classroom or
during assessments?
Johnny receives specially designed instruction in the Classroom, Cafeteria, and restroom.
He receives one-on-one instruction and the small group setting does not exceed 6 students.
Johnny uses assistive technology (PEC picture cards and SmartBoard) every day in the
classroom setting.
Johnny receives accommodations including hand over hand assistance, visual and verbal
aides, assistance with all activities, restroom, and lunch.
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Johnny also receives modifications. He participates in a functional curriculum and the

information is broken down into small, manageable parts.

Testing:
Johnny takes the Ohio Statewide Alternate Assessment (for 6th grade) to accommodate his
learning disability. The accommodations given with the alternate assessments are:
● Small group setting
● Extended time
● Frequent breaks
● Read aloud of all ability level materials, directions, answers, and choices.

How much of the school day does the student spend in the general education
environment per the IEP? ​None of it, Johnny is placed in a self-contained school
Johnny does not have a BIP or a FBA
After reviewing this information, I found it to be helpful to know his areas of strengths and
difficulties. This helped me to better understand how to teach him. In addition, I can now
be aware of his goals and therefore be more cognizant of when he is achieving them.
I would like to see the scores of his alternate assessment but they will not be given back for
some time.