ELSE 6073 Educational Procedures for Moderate to Profound Disabilities Task Analysis – 100 pts. Selecting teaching strategies and arranging educational environments Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a complex skill can be taught by using chaining. Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward, forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task- analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of a skill consisting of several discrete behaviors is wiping a table. Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task analysis is typically created by completing the skill yourself or watching someone else complete the skill. It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you don’t teach the step, then you really can’t blame the student for not completing the step. Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of behaviors, such as  Academic Tasks  Social Skills  Self-help Skills  Interpersonal Skills  Design a detailed task analysis (TA) that includes at least the following components: o Is aligned with the learning goal for which graduate candidate creates; making sure performance is measurable. For those candidates who have their own classroom, you may use a target student and use goals from his/her IEP. o Allows for specific feedback from the teacher to the learner o Measures the degree to which the learning goal has been achieved o Provides sufficient information upon which to design subsequent, appropriate instruction  Explain how the TA enables the learner to monitor his/her own learning progress.  Explain how the design of the TA can inform the levels or types of supports and challenge the learner might need for subsequent instruction. Instructional Sequence Assignment: Task Analysis and Chaining  List the instructional strategies and learning tasks you will use for each day of instruction (You should create a chart designed to reflect the skill being taught) chart should include: https://www.relias.com/resource/chaining-and-task-analysis https://www.relias.com/resource/chaining-and-task-analysis Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target, materials needed, recording Key, Criterion, Teaching M ...

1. ELSE 6073 Educational Procedures for Moderate to Profound
Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational
environments
Graduate candidates will create 1 task analysis from the
following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill,
based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill.
There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video:
https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction,
chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex
skill is a skill that really consists of
several small behaviors that are linked or chained together, to
accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step
directions to completing a skill. A task
analysis is typically created by completing the skill yourself or
watching someone else complete the skill.
It’s important not to just write up a task analysis based on your
memory. Even simple tasks, like making a

2. peanut butter and jelly sandwich, can have small important
steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for
not completing the step.
Chaining and task analysis are teaching procedures that help
teach complex behaviors or sequences of
behaviors, such as
-help Skills
st the
following components:
o Is aligned with the learning goal for which graduate candidate
creates; making
sure performance is measurable. For those candidates who have
their own
classroom, you may use a target student and use goals from
his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been
achieved
o Provides sufficient information upon which to design
subsequent, appropriate
instruction
earner to monitor his/her
own learning progress.
types of supports and challenge

3. the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
use for each day of instruction
(You should create a chart designed to reflect the skill being
taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name,
goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching Methods
(Independently,
Verbal/Physical Prompts, Physical Prompt (to be faded), hand-
over-hand)
Written Analysis:
to:
(a) Move your learner toward achievement of the learning goal
you previously identified
(b) Build connections between your focus learner’s prior
learning and experiences and what
he/she will learn
(c) Provide appropriate levels of challenge and support
associated with your focus learner’s
strengths, needs and interests
(d) Move the focus learner toward generalized, maintained,

4. and/or self-directed use of the
knowledge or skills he/she will acquire.
and/or evidence-based
strategies) informed your selection of the strategies and
learning tasks you decided to use in
creating your task analysis and how this TA will benefit your
student learner.
Examples of Functional Academic Skills: Reading, writing, and
math are taught with the objective of
permitting students to perform those tasks encountered with
everyday living in mind. For example,
money skills are learned in order that an individual may gain
independence in purchasing an item,
making/checking change, and reading and understanding
receipts.
Reading – own name, community signs/environmental phrases,
alphabetical order, labels on containers,
transportation words, appliance words, service providers
(laundromat, dry cleaners, fast foods)
Math – number recognition, money/change, banking, time
concepts, sorting and classifying
Writing – prints/writes name, sentences (with or without
model), prints/writes address and phone
number, simple letter, fills in forms (applications or banking),
resume
Examples of Functional Communication Skills: The acquisition
of appropriate communication skills
involve both receptive and expressive language (listening,
speaking).

5. Receptive: Attentive Listening – to peers, announcements on
PA, news, weather, extend vocabulary
Informational Listening – to stories, to gain information, to
follow specific directions
Expressive: Oral Communication: expresses ideas, clearly and
accurately, speaks for a variety of
purposes (e.g. ask questions, relays information), participation
in conversations (e.g. turn taking, stays
on topic), uses correct sentence structure/language patterns
Augmentative Communication: sign language, picture
communication systems, computer technology
Examples of Functional Interpersonal Skills: Interpersonal
skills allow an individual to interact with
others appropriately in a variety of social situations.
tion
y
Examples of Functional Interpersonal Skills: In order for an
individual to achieve a sense of dignity, self-

6. worth and independence, it is important to acquire the skills
necessary to look after his/her own personal
hygiene, meal preparation and maintenance of a dwelling.
-care (personal hygiene, toileting, dressing and
undressing, making bed, etc.)
table setting, menu planning,
following a recipe, etc.)
xer, blender, electric can
opener, microwave oven,
washing machine, vacuum, etc.)
tubs, etc.)
Rubric
Chaining and Task Analysis
Tasks
Exemplary Acceptable Unacceptable
Required
Components
Submitted TA includes
all components as
prescribed in the
guidelines and
instructions. Each
question or part of the

7. assignment is addressed
thoroughly.
15 points
Submitted TA includes
all components and
meets all requirements
indicated in the
instructions. Each
question or part of the
assignment is
addressed. All
attachments and/or
additional documents
are included, as
required.
12 points
Submitted TA is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
7 points
Task Analysis
(TA)
Candidate selects a goal
and skill which is

8. written in measurable
terms. The goal is
broken down into its
component subtasks.
Each subtask is written
so specifically that any
instructor would know
what the student learner
had accomplished at
that step. The subtasks
are written in language
suitable for the
instructors, not the
student learner. Each
step is written in terms
of what the student will
do. Graduate candidate
includes periodic
assessments. This
evaluation shows what
has improved and
where there is need for
more work.
45 points
Candidate selects a
goal or skill which is
written in measurable
terms. The skill is
broken down into its
subtasks with a few
components left out.
Subtasks are written
specifically. Most
seasoned instructors

9. would know what the
student learner had
accomplished at that
step. Most of the
subtasks are written in
language suitable for
the instructors, a few
(not more than 3) are
written for the student
learner. Each step is
written in terms of
what the student will
do. Periodic
assessments are
included.
40 points
Candidate selects a goal which is
not written in measurable terms.
The goal is broken down, into
large chunks leaving out several
component subtasks.
AND/OR
Subtasks are vaguely written
which makes it difficult for any
instructor to know what the
student learner had accomplished
at that step.
AND/OR
The subtasks are written in
language suitable for the student
learner.
Candidate fails to write each step
in terms of what the student will
do. AND/OR candidate fails to

10. include periodic assessments.
OR evaluation fails to show what
has improved and where there is
need for more work.
35 points
Written
Analysis
Written Analysis
demonstrates an in-
depth reflection on, and
personalization of, the
Written Analysis is
complete.
Candidate addresses all
4 bullets.
Written Analysis demonstrates a
total lack of reflection on, and
personalization of, the questions,
concepts, and/or strategies
questions, concepts,
and/or strategies
presented in the project.
Candidate addresses all
4 bullets along with
summary of how TA
will benefit student
learner. Viewpoints and
interpretations are

11. insightful and well
supported. Clear,
detailed examples are
provided, as applicable.
Use of textbook is
evident.
20 points
Summary is included.
Viewpoints and
interpretations are
documented as
supported in textbook.
Examples are
provided, as applicable.
15 points
presented in the project.
And/Or
Candidate addresses most of
bullets .along with
And/Or
Summary of how TA will benefit
student learner lacks detail.
10 points
Structure Writing is clear,
concise, and well
organized with
excellent
sentence/paragraph
construction. Thoughts
are expressed in a

12. coherent and logical
manner. There are no
spelling, grammar, or
syntax errors per page
of writing.
10 points
Writing is mostly clear,
concise, and well
organized with good
sentence/paragraph
construction. Thoughts
are expressed in a
coherent and logical
manner. There are no
more than 2 spelling,
grammar, or syntax
errors per page of
writing.
7 points
Writing is unclear and/or
disorganized. Thoughts are not
expressed in a logical manner. There
are more than 2 spelling, grammar, or
syntax errors per page of writing.
3 points
Submission Graduate candidate
submitted assignment
on time.
10 points

13. Graduate candidate submitted
project after deadline.
5 points