ABA- 526 Group 37-C In order to determine the validity of a task analysis it is a good idea to perform the steps

prior to implementing. Additionally, the individual should be assessed using the task analysis as a checklist before beginning implementation in order to determine their level of ability. Early Learner Task Analysis- Showering (the below TA assumes that an adult would turn on the water and set the temperature to the correct setting) 1.Walk to the bathroom 2.Take off bottoms 3.Take off top 4.Open shower door 5.Step into shower 6.Close shower door 7.Wet hair and body 8.Stand out of the way of the water 9.Pick up shampoo bottle 10.Open shampoo bottle 11.Turn shampoo bottle upside-down 12.Squeeze bottle and put shampoo liquid in hand 13.Put bottle down 14.Rub hand (the one with liquid in it) into hair 15.Use both hands to move through hair until bubbles are made 16.Stand under the water 17.Use both hands to move through hair while under the water 18.Step out of the water 19.Pick up conditioner bottle 20.Open conditioner bottle 21.Turn conditioner bottle upside-down 22.Squeeze bottle and put conditioner liquid in hand 23.Put bottle down 24.Rub hand (the one with liquid in it) into hair 25.Use both hands to move through hair until bubbles are mad 26.Stand under the water 27.Use both hands to move through hair while under the water 28.Stand out of the way of the water 29.Pick up body wash bottle 30.Open body wash bottle 31.Turn body wash bottle upside-down 32.Squeeze bottle and put body wash liquid in hand 33.Put bottle down 34.Rub body wash liquid on right arm 35.Rub body wash liquid on left arm 36.Rub body wash liquid on right shoulder

37.Rub body wash liquid on left shoulder 38.Rub body wash liquid on chest 39.Rub body wash liquid on tummy 40.Rub body wash liquid on back 41.Rub body wash liquid on bottom 42.Rub body wash liquid on private parts 43.Rub body wash liquid on right leg 44.Rub body wash liquid on left leg 45.Rub body wash liquid on top of feet 46.Rub body wash liquid on bottom of feet 47.Rub body wash liquid on face 48.Step into water 49.Rinse face 50.Rinse right arm 51.Rinse left arm 52.Rinse right shoulder 53.Rinse left shoulder 54.Rinse chest 55.Rinse tummy 56.Rinse back 57.Rinse bottom 58.Rinse private parts 59.Rinse right leg 60.Rinse left leg 61.Rinse top of feet 62.Rinse bottom of feet 63.Turn off water 64.Open shower door 65.Step out of shower 66.Close shower door 67.Grab a towel 68.Rub towel on head/hair 69.Rub towel on face 70.Rub towel on right arm 71.Rub towel on left arm 72.Rub towel on right shoulder 73.Rub towel on left shoulder 74.Rub towel on chest 75.Rub towel on tummy 76.Rub towel on back 77.Rub towel on bottom 78.Rub towel on private parts 79.Rub towel on right leg 80.Rub towel on left leg 81.Rub towel on top of feet 82.Rub towel on bottom of feet

83.Wrap towel around self 84.Open bathroom door 85.Leave bathroom Of course these steps could be modified further if specific areas needed more explanation or less detailed steps (based on the level of ability of the individual). Advanced Learner Task Analysis- Showering 1.Go into the bathroom 2.Get undressed 3.Turn on the water 4.Adjust to the appropriate temperature 5.Get into shower 6.Get wet 7.Wash hair 8.Rinse hair 9.Condition hair 10.Rinse hair 11.Lather body wash 12.Wash body from neck down to the feet 13.Wash face 14.Rinse face and body 15.Turn off water 16.Get a towel 17.Dry hair/head 18.Dry body 19.Wrap towel around body 20.Leave bathroom to get dressed Of course these steps could be modified further if specific areas needed more explanation or less detailed steps (based on the level of ability of the individual). Additional Strategies for teaching showering skills Chaining This strategy is combined with task analysis to teach skills. Once the task is broken up into steps (appropriate to the developmental level of the student), it can be taught using forward or backward chaining. This strategy can be combined with others (e.g., visual schedule and prompting) to more efficiently teach the task.Backward chaining is an effective method of teaching self-help skills, with an advantage being that the student has to complete the entire sequence each time. Modeling Modeling can be an effective teaching method for students with well-developed imitation skills. To teach showering skills specifically, one has to consider the appropriateness of modeling each step for the student. For example, it might be appropriate for a parent to model showering skills

for a very young child, but it would be very inappropriate for a teacher to model those same skills. However, some steps could be modeled effectively by any caregiver or therapist (such as washing an arm, or dispensing an appropriate amount of shampoo). Modeling would not be an effective teaching method for students who have not shown proficiency in imitation. Visuals (Picture schedule/written list) Visuals can be effective for many learners, and can be combined with other methods of instruction to more efficiently teach a task. Depending on the level of the learner, visuals can take many forms. A learner who is unable to read or does not have proficient language skills may benefit from a visual picture schedule, outlining each step in the task analysis. A more advanced learner may be successful with a written list of steps. Video prompting should also be considered as it has been found to be more preferred to pictures as well as more time effective (Van Laarhoven et al., 2010). Prompting Prompting is an integral part of all of the above strategies. A big consideration when prompting is to ensure that prompts are faded as quickly as possible, to ensure that the student does not become dependent on the prompts for successful completion of the task. Verbal instruction This would likely not be the most effective strategy, in that it can make the behavior contingent upon a specific person rather than under the control of environmental stimuli. In this situation, the student may learn the skill to mastery, but may not be able to complete the task when not in the presence of the teacher. This is not true independence. Other strategies should be used to ensure that the behavior is under the control of environmental stimuli, so that the behavior can be performed independently. Self- Monitoring Including a self-monitoring strategy when implementing a task analysis should be considered for more advanced learners (Parker & Kamps, 2010).

Showering Sequence

References

Parker, D. & Kamps, D. (2010) Effects of task analysis and self-monitoring for children with autism in multiple social settings. Focus on Autism and Other Developmental Disabilities, 131-142, doi: 10.1177/1088357610376945 Shower sequence. Retrieved from http://connectability.ca/2010/10/29/bathshower-sequence/ on 2/3/2013 Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R. & Valentino, J. (2010) A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 131-142, doi: 10.1177/1088357610380412