Task Analysis

Task analysis is the process of breaking down a specific, complex behavior into small components in order for that behavior to be learned and then performed automatically on a regular basis. Typically, a task analysis is performed when a specific behavior is being taught to a student. School psychologists and other clinicians often complete a task analysis to teach new behaviors or to increase the frequency of present behaviors in children's and adults’ repertoires. An analysis of behavior includes identifying the need for improvement of a specific target behavior as well as recognizing the social significance and function that the behavior plays in the individual's life. Once the behavior is identified, the clinician typically performs a task analysis to determine the steps that will need to be implemented for this new behavior to be learned and to increase the frequency of the behavior. Breaking down a complex behavior into a specific behavioral sequence makes it easier for the behavior to be learned and for the behavior to become part of the individual's everyday routine.

Antecedent-behavior-consequence (A-B-C) and latticing are two different types of task analysis. A-B-C task analysis includes observing the specific target behavior in the environment and identifying events that occur before, during, and after the target behavior is emitted. By examining the specific target behavior in the environment, the clinician is able to determine if any causal relationship exists between the environment and the specific target behavior. On the other hand, latticing includes listing the steps needed to perform the target behavior and the skill component that coincides with each step. For instance, brushing your teeth contains several different steps within it that must be completed for you to successfully brush your teeth.

A task analysis should include the specific step-by-step instructions needed to perform the target behavior as well as the type of instructional strategy that will be used to teach the different steps of the behavior (Gold, 1976). The type of instructional strategy should be determined by how the individual learns best. For instance, one step might be taught through modeling or through guided instruction, while another step of the behavioral sequence could be taught through reading literature on that specific topic.

A task analysis can be performed easily within the school setting. Teachers and school personnel can teach students to perform specific behaviors by breaking down the behavioral sequence into steps that the student can follow easily. For the task analysis to be effective, the clinician must identify the target behavior that is in need of improvement and break that specific behavior into small components so that no step is omitted. For instance, if the student needs to improve his or her participation in class, the teacher could break the task down into small components to be learned. The first step might be to think of something to add to the conversation, followed by raising your [Page 558]hand, and then waiting to be acknowledged by the teacher. When these steps are reinforced by the teacher, the student may respond by regularly continuing to participate in the classroom discussions.

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