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Task Analysis Implementation Checklist

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34 views5 pages

Task Analysis Implementation Checklist

Uploaded by

Wendy Yeo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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National Professional Development Center on

Autism Spectrum Disorders


Module: Task Analysis

Implementation Checklist for Task Analysis


Franzone, E. (2009). Implementation checklist for task analysis. Madison, WI: The National Professional Development Center on Autism
Spectrum Disorders, Waisman Center, University of Wisconsin.:

Instructions: The Implementation Checklist includes each step in the use of Task Analysis. Please complete all of the requested
information including the site and state, teacher being observed, and the learner’s initials. Within the table, record a 2 (implemented),
1 (partially implemented), 0 (did not implement), or NA (not applicable) next to each step observed to indicate to what extent the step
was implemented/addressed during your observation. Use the last page of the checklist to record the target skill, your comments,
whether others were present, and plans for next steps for each observation.

Site: State:
Teacher / Practitioner: Learner’s Initials:

Observation 1 2 3 4 5 6 7 8

Date

Observer’s Initials

Step 1. Identify the Target Skill


1. Teachers/practitioners identify the target skill that he/she wants to teach the learner with ASD.

Observation 1 2 3 4 5 6 7 8

Score

Step 2. Breaking the Skill into Components


1. Teachers/practitioners segment the skill into more manageable components by:
a. completing the skill him/herself, or

Observation 1 2 3 4 5 6 7 8

Score

b. observing another person complete the activity and recording the steps.

Observation 1 2 3 4 5 6 7 8

Score

2. Teachers/practitioners confirm that each component consists of a discrete skill..

Observation 1 2 3 4 5 6 7 8

Score

**Scoring Key: 2 = implemented;


Antecedent-Based Interventions Module 1 = partially implemented; 0 = did not 1
National Professional Development Center on ASD implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders

Step 3. Confirming the Steps of the Task Analysis


1. Teachers/practitioners confirm the steps of the task analysis by having someone follow the steps
verbatim.

Observation 1 2 3 4 5 6 7 8

Score

Step 4. Determining How the Skill Will be Taught


1. Teachers/practitioners select the appropriate teaching method by matching the evidence-based strategy
with:
a. the learner’s temperament,

Observation 1 2 3 4 5 6 7 8

Score

b. the learner’s learning style,

Observation 1 2 3 4 5 6 7 8

Score

c. the history of what has and has not worked for this learner,

Observation 1 2 3 4 5 6 7 8

Score

d. the learner’s IEP/IFSP, and

Observation 1 2 3 4 5 6 7 8

Score

e. the environments within which the learner functions.

Observation 1 2 3 4 5 6 7 8

Score

2. Teachers/practitioners identify the evidence-based practice(s) that will be used to teach the steps of the
skill.

Observation 1 2 3 4 5 6 7 8

Score

**Scoring Key: 2 = implemented;


Antecedent-Based Interventions Module 1 = partially implemented; 0 = did not 2
National Professional Development Center on ASD implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders
3. Teachers/practitioners identify the types of prompting and reinforcement procedures they will use to
teach the steps identified by the task analysis and/or that are appropriate for specific evidence-based
practices.

Observation 1 2 3 4 5 6 7 8

Score

4. Teachers/practitioners present the steps of the task analysis to learners in an age and developmentally-
appropriate manner.

Observation 1 2 3 4 5 6 7 8

Score

Step 5. Implementing Intervention and Monitoring Progress


1. Teachers/practitioners implement the evidence-based practice(s) identified as appropriate to teach the
target skills using the steps for implementation and implementation checklist for the selected practice.

Observation 1 2 3 4 5 6 7 8

Score

2. Teachers/practitioners follow appropriate data collection procedures to monitor learner progress for the
specific evidence based practices chosen to teach the target skills.

Observation 1 2 3 4 5 6 7 8

Score

**Scoring Key: 2 = implemented;


Antecedent-Based Interventions Module 1 = partially implemented; 0 = did not 3
National Professional Development Center on ASD implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

**Scoring Key: 2 = implemented;


Antecedent-Based Interventions Module 1 = partially implemented; 0 = did not 4
National Professional Development Center on ASD implement; NA = not applicable
National Professional Development Center on
Autism Spectrum Disorders

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

Date Observer Initials Target Skill/Behavior, Comments, and Plans for Next Steps

**Scoring Key: 2 = implemented;


Antecedent-Based Interventions Module 1 = partially implemented; 0 = did not 5
National Professional Development Center on ASD implement; NA = not applicable

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