Task+Analysis

 EDEX 610 Project Ashley King  //Task Analysis Social Interaction // The University of South Carolina

**Ecological Information ** Student: Lee Initiators: Ashley (teacher), John (a peer interested in Lee) Time: center times 10 to 15 minutes each five times a day Locations: in classroom I. Description of other students present, their activities, and target behaviors: A. 3 other students in a self-contained classroom B. All students in the class are expected to follow classroom routines and procedures. John is a student that will help with the social interaction task analysis for Lee. II. Instructors present and their duties (includes aids, volunteers, etc.): <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">A. 2 paraprofessionals <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">B. The paraprofessionals are preparing snacks, proceeding with implemented programs, small groups, and 1:1 center play. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">III. Equipment and materials: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. A variety of balls in a basket on a low shelf <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. John a peer in the room’s picture card sheet for reminders of ball rolling job <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in; text-indent: -0.25in;">3. Data sheet to record effectiveness of intervention <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">IV. Briefly describe activities proceeding, during, and following the program: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">The intervention is within the context of his self-contained classroom with a peer. Before the program Lee is engaged in a highly preferred activity (e.g. walking, bouncing on the trampoline, eating snack, etc). During the program, he goes to centers where the intervention occurs. The intervention incorporates balls and a peer, which were indicated as strong reinforcers on the preference assessments. Following intervention he gets a highly preferred activity walking around and bouncing on the trampoline. **<span style="font-family: 'Times New Roman','serif';">Instructional Program ** <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">I. Program Goal: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">Lee will interact with a peer/adult by independently completing 100% of task steps during centers with 100% accuracy for 10 consecutive measures. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">II. Rational: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">The absence of reciprocal social interactions, poor communication skills, and delays in all areas of development inhibit him from access to the least restrictive environment. By implementing the task analysis with a peer, Lee will learn social interaction skills relative to his strengths and interests. He will learn to initate, maintain, and exit a social interaction with a peer and object of high interest. Other children his age engage in social interactions, and as Lee masters task skills we will teach in other environments and with different people. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">III. Student Characteristics that assist: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">Lee walks around his environment by moving around barriers. He walks over to and looks at peers and/or adults for approximately 20 seconds at a time. He attends to visuals in a book by turning 3 board book pages. While sitting Indian style, he rolls, holds, and picks up a ball 3 different times during a 30 minute observation for approximately 1 to 2 minutes each time. He attends to vocalizations with intonations by imitating intonations, while sitting and/or walking. Lee sits Indian style during anytime he wasn’t walking. He walks to the trampoline sits down Indian style and bounces for approximately 1 minute each time. His relative strengths are in the area of socialization and gross motor movement. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">Student Characteristics that hinder: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">Lee has delays in all areas of development. He is non verbal and communicates likes by approaching objects and/or people. He communicates dislikes by throwing himself on the ground by making a loud shrieking sound. He repeatedly looks through his peripheral vision while walking. When given two different objects, he throws objects in an X motion across his body behind him. He has a short attention span, yet it is longer for things or people of interest. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">IV. Task Analysis: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">See attached data sheet <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">V. Behavior Change Procedures: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">A. See attached data sheet <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">B. See attached data sheet <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">C. 10 O second trials for intervention and 2 seconds for assessment <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">D. 1. Stop performance immediately following an error <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 1in;">2. Provide explicit feedback to the student about the expected response. Feedback is simple and direct, and includes full physical, partial physical, and gestural prompts. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 1in;">3. Re-present the task at a point prior to the error. Back up and give the student the opportunity to perform the step correctly. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 1in;">4. Provide the level of assistance necessary to ensure a correct response on the next presentation of the step (i.e., go directly to the controlling prompt on the next presentation) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 1in;">5. Provide feedback to the student about the correct response (i.e., strongly reinforce the correct response by using excessive clapping, smiles and cheering). <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">VI. Baseline and Assessment Procedures: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">A. Task analysis <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">B. See attached data sheet <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">C. AB Design <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">D. First opportunity on Mondays and Wednesdays and teach during the rest of the day, and on Tuesdays and Thursdays. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">VII. Reinforcement: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">A. Interview: See Interview <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 1in;">Forced Choice: Lee would pick both items and make an X across his body with the two objects presented. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 1in;">Multiple Stimulus Format: Overall Lee chose the ball 67%, the book 56%, the stuffed animal 32%, and the light up object 10% of the time. There percentages do not equal 100% because during many of the trials, Lee picked up two objects at the same time and threw them across his body making an X. He chose the ball and the book the most. This was completed with replacement. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 1in;">Free Access: see Free Access <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">B. Reinforcement is given when prompted and independent. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">C. Dense, look at data to reduce. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">VIII. Generalization Strategies: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">A. The program incorporates sufficient exemplars by using a variety of different balls with varied color, size, and texture. It is implemented by training loosely (e.g. using varied times to teach throughout the day, and once mastered will vary with different adults, teachers, and students). Another generalization strategy used is sequential modification by applying task analysis to different settings (e.g. at home with family members, and in a lesser restricted environment for inclusion practices). The program includes common stimuli by using similar balls and people found in everyday environments. Using current interest of balls and peers/adults within the environment to teach a reciprocal social interaction introduces natural maintaining consequences. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">B. Assessment outside of the classroom (e.g. take assessment with family members, on the playground, and during special areas). <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">C. Sequential modification by teaching the task analysis in different settings, and with different people. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">IX. Maintenance Strategies: <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">A. Natural consequences within the task analysis include: access to social interaction with a peer and/or adult, verbal praise with interaction, and access to a preferred item a ball. These opportunities occur naturally throughout his natural environments. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">B. When behavior is mastered at acquisition, we will assess once a week with faded prompts and a thinner schedule of reinforcement. Once mastered, use natural stimuli and consequences, and assess once a month. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">C. When the task analysis is mastered at acquisition, thin reinforcement by moving from a continuous schedule of reinforcement to a variable-interval schedule of reinforcement. Only reinforce the behavior with verbal/visual attention, after an average amount of time has passed (e.g. verbal/visual attention reinforcement after an average of one minute). Once mastered, thin the schedule of reinforcement to naturally occurring reinforcement of social interactions with adults and peers. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">D. If the behavior is not maintained, then revisit the task analysis to document areas of need. Where there are areas of need, reteach the behavior with a dense reinforcement schedule to match the particular environment. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">X. Attached a copy of <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">A. Data Collection Sheet <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">B. Graph <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">C. Interview <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in;">D. Free Access

**<span style="font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: 115%;">Instructional Program and Data Sheet ** **<span style="font-family: 'Times New Roman','serif';">Behavioral Objective: **<span style="font-family: 'Times New Roman','serif';">Lee will interact with a peer/adult by independently completing 100% of task steps during centers with 100% accuracy for 10 consecutive measures. **<span style="font-family: 'Times New Roman','serif';">Directions: **<span style="font-family: 'Times New Roman','serif';">Circle either the Controlling Prompt (CP (P)) or the Delay Time (DT (I)) to indicate if Lee completed with a Prompt or he performed the step independently with a 2 second time delay. Record Lee’s performance of task steps, after 10 consecutive teaching trials, on Monday and Wednesday during first center opportunity. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 14pt; text-align: center;">(Student Behavior) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; font-size: 14pt; text-align: center;">Prompting Hierarchy <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; font-size: 14pt; text-align: center;">(Teacher Behavior) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; font-size: 14pt; text-align: center;">Reinforcement <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; font-size: 14pt; text-align: center;">(Consequence) ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 14pt; text-align: center;">Task Analysis Step
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Walks over to ball || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Gets ball || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP + VA  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Walks up to a peer || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Greets peer || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP + VA  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. Gives ball to peer || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP + VA  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. Turns around and walk || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">7. Sits down on floor || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP + VA  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">8. Waits for peer to roll ball || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP + VA  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">9. Catches ball || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">10. Rolls ball to peer || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">11. Completes at least 2 exchanges || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP + VA  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">12. When finished tells peer “bye” || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">13. Stands up || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">14. Gets ball || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP + VA  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">15. Puts ball on shelf || <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">CP (P) – DT (I) || <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-add-space: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">VP + VA + PM  ||

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">Prompting Key: CP = Full Physical Prompt (P), DT = Time Delay (2 seconds) (I) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">Reinforcement: VP = Verbal praise (i.e. “great work”, “yea, you got the ball”, etc). <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">VA = Visual Attention (i.e. smiles, clapping). <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt 0.5in; text-indent: 0.5in;">PM = Physical Movement (walking, bouncing on trampoline, etc).