Abstract
Task analyses are useful when teaching children how to complete tasks by breaking the tasks into small steps, particularly when children struggle to learn a skill during typical classroom instruction. We describe how to create a task analysis by identifying the steps a child needs to independently perform the task, how to assess what steps a child is able to do without adult support, and then decide how to teach the steps the child still needs to learn. Using task analyses can be the key to helping a young child become more independent.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th edn.). Upper Saddle River: Pearson.
Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th edn.). Stamford: Cengage Learning.
Ault, M. J., & Griffen, A. K. (2013). Teaching with system of least prompts: An easy method for monitoring progress. Teaching Exceptional Children, 45, 46–53.
Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., Messina, R., & Schroeder, J. (1982). Principle of partial participation and individualized adaptations in educational programs for severely handicapped students. Journal of the Association for People with Severe Handicaps, 7, 17–27.
Bijou, S. W., & Sturges, P. T. (1959). Positive reinforcers for experimental studies with children—Consumables and manipulatables. Child Development, 30, 151–170. doi:10.2307/1126138.
Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. Journal of Special Education, 43, 3–11. doi:10.1177/0022466908315563.
Catalino, T., & Meyer, L. E. (Eds.) (2016). Environment: Promoting meaningful access participation, and inclusion (DEC Recommended Practices Monograph Series No. 2). Washington, DC: Division for Early Childhood.
Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135–144.
Copple, C., Bredekamp, S., Koralek, D., & Charner, K. (Eds.). (2014). Developmentally appropriate practice: Focus on kindergartners. Washington, DC: NAEYC.
Dammann, J. E., & Vaughn, S. (2001). Science and sanity in special education. Behavioral Disorders, 27, 21–29.
Division of Early Childhood. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families (DEC Recommended Practices Monograph Series No. 1). Los Angeles, CA: Division of Early Childhood.
Every Student Succeeds Act of 2015, S.1177, 114th Cong. (2015). Retrieved from http://www2.ed.gov/documents/essa-act-of-1965.pdf.
Gargiulo, R. M., & Kilgo, J. L. (2011). An introduction to young children with special needs (3rd edn.). Belmont: Wadsworth.
Graves, S. (1990). Early childhood education. In T. E. C. Smith (Ed.), Introduction to education (2nd edn., pp. 189–219). St. Paul: West.
Holfester, C. (2008). The Montessori method [topic overview]. Retrieved from http://www.williamsburgmontessori.org/wp-content/uploads/2010/08/The_Montessori_ Method.pdf.
Individuals with Disabilities Education Improvement Act (IDEA) of 2004, 20 U.S.C. §§1400 et sEq. (2004) (reauthorization of the Individuals with Disabilities Education Act).
International Montessori Index. (2006). Maria Montessori [webpage]. Retrieved from http://www.montessori.edu.
Meadan, H., Ostrosky, M. M., Santos, R. M., & Snodgrass, M. R. (2013). How can I help? Prompting procedures to support children’s learning. Young Exceptional Children, 16(4), 31–39. doi:10.1177/1096250613505099.
Moyer, J. R., & Dardig, J. C. (1978). Practical task analysis for special educators. TEACHING Exceptional Children, 11, 16–18.
Odom, S. L., Collett-Klingenberg, L., Rogers, S. L., & Hatton, D. D. (2010). Evidence-based practices in interventions with children and youth with Autism Spectrum Disorders. Preventing School Failure, 54, 275–282. doi:10.1080/10459881003785506.
Snell, M. E., & Brown, F. (2011). Selecting teaching strategies and arranging educational environments. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (7th edn., pp. 122–185). Upper Saddle River: Pearson.
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Bheavior Analysis, 10, 349–367.
United Nations. (2006). Convention on the Rights of Persons with Disabilities, Article 24. Retrieved from http://www.un.org/disabilities/convention/conventionfull.shtml.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Snodgrass, M.R., Meadan, H., Ostrosky, M.M. et al. One Step at a Time: Using Task Analyses to Teach Skills. Early Childhood Educ J 45, 855–862 (2017). https://doi.org/10.1007/s10643-017-0838-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-017-0838-x