Planning
Task analysis and chaining involve extensive planning to implement the interventions accurately and with rigour. Teaching sessions are most effective when they are well prepared and run smoothly. It is especially important to describe the steps of the task accurately, to consider the learning environment, and to respect the principles of inclusion.
Throughout this section, you will follow the path of Lucy, a 9-year-old learner who had a CALI – Functional Skills for Independence. Her team decided to focus on teaching the following skill: Washing hands.
The Intervention Planning Tool allows teams to record the information required for the smooth running of the intervention and the learner’s progress. Open the document that contains Lucy’s example and follow the steps taken by her team during the planning process.
Intervention Planning Tool (Task Analysis)Intervention Planning Tool (Task Analysis) — Lucy's Example
Planning Process
Click on each step for a detailed description.
Once the learner’s current level has been observed, it’s time to write a SMART goal. If the learner has not mastered any step of the sequence, it will probably take a longer period of teaching than if they are already comfortable with a few steps. It is also possible to increase the level of difficulty of the goal by adding components such as a limited time or the use of specific material. (The goal may, for example, specify that the learner must complete the task in less than three minutes.) This goal should be included in the learner’s PLP or in any other relevant document.
Here is the SMART goal the team wrote for Lucy:
By November 15, XXXX, Lucy will be able to perform the 13 steps of the task analysis (Washing hands), without the help of an adult, for three consecutive tries and in at least two different environments.
Parents/guardians, teachers, and other care providers who have participated in CALI – Functional Skills for Independence can participate in the choice of the skill or skills to be targeted for the learner. However, according to the various work environment regulations, it may be necessary to obtain formal signed consent from the parents. For example, if the team decides to work on a skill involving the use of household appliances such as an oven or washing machine, it is recommended that they obtain signed parental consent. It is also preferable to notify the school administration if certain unusual activities are planned (e.g., the team will work on the skill Entering and exiting the bus appropriately and will need to cooperate with the bus driver in order to practice the skill).
Throughout this section, you will follow the path of Lucy, a 9-year-old learner who had a CALI – Functional Skills for Independence. Her team decided to focus on teaching the following skill: Washing hands.
The Intervention Planning Tool allows teams to record the information required for the smooth running of the intervention and the learner’s progress. Open the document that contains Lucy’s example and follow the steps taken by her team during the planning process.
Intervention Planning Tool (Task Analysis)Intervention Planning Tool (Task Analysis) — Lucy's Example
Planning Process
Click on each step for a detailed description.
1. Designate the adult responsible for planning and support as well as the adult responsible for implementing the teaching strategy.
The person responsible for intervention planning is often also responsible for implementation and for collecting the data. However, an educational assistant, another teacher, or another member of the team can also play an important role in the implementation and data collection. This person must therefore be familiar with the expectations and have good support. The section Coaching and Supporting Staff provides more information related to staff support.
2. Define the targeted skill in observable and measurable terms.
It is important to define the targeted skill so that all those involved can be aware of exactly what constitutes a correct response by reading the description. An effective definition therefore includes information that precisely describes the information sought.
| Examples Observable and measurable terms | Counterexamples Terms difficult to observe and measure |
|---|---|
| Offer a toy he is playing with to a peer or agree to give a toy he is playing with to a peer when the peer asks him | Share his toys |
| Wave or say “hi” after making visual contact with a person | Greet people |
| Throw a softball with two hands in a specific direction | Throw a ball |
3. Create the task analysis.
First, identify the steps in the chain by observing a competent person practicing the desired sequence of behaviours, by consulting people who are skilled in the practice of the task, or by performing the task yourself. It is then a matter of describing the steps in an observable, measurable, and specific manner and validating the task analysis by having another person perform the steps exactly as they are written. The task analysis must be adapted to the needs of the learner. The Information tab for Task Analysis and Chaining contains more information.
4. Prepare the data collection sheet.
A Level of mastery data collection sheet is used to find out whether the learner has mastered the different steps of the targeted skill. The data collection sheet must include the steps of the task analysis as well as other relevant information. It allows you to log about ten trials, but you can make additional copies as needed.
Here is a template of a data collection sheet to use:
Data Collection Sheet (Task Analysis)
Here is how Lucy’s team prepared the data collection sheet:
Data Collection Sheet (Task Analysis) Lucy's Example, Blank
Here is a template of a data collection sheet to use:
Data Collection Sheet (Task Analysis)
Here is how Lucy’s team prepared the data collection sheet:
Data Collection Sheet (Task Analysis) Lucy's Example, Blank
5. Collect data on the learner's current level.
This step helps to determine if the learner is already able to perform certain steps successfully and independently. Here are the steps to follow in order to collect data on the learner’s current level:
- Record the steps of the task analysis.
- Prepare the necessary material and place it at the learner’s disposal.
- Give an instruction appropriate to the level of language and development of the learner. Visual aids can be used to promote understanding of the instruction (e.g., a picture of a person washing their hands).
- Observe the learner as they perform the task and record:
- “+” if the learner provides the correct answer independently.
- “–” if the learner provides an incorrect answer, needs to be prompted, or needs the step to be performed for them.
- the date and your initials at the bottom of the column.
- When the learner fails to complete a step or performs it incorrectly, do it for them and then let the learner continue the sequence.
6. Write a SMART goal.
Once the learner’s current level has been observed, it’s time to write a SMART goal. If the learner has not mastered any step of the sequence, it will probably take a longer period of teaching than if they are already comfortable with a few steps. It is also possible to increase the level of difficulty of the goal by adding components such as a limited time or the use of specific material. (The goal may, for example, specify that the learner must complete the task in less than three minutes.) This goal should be included in the learner’s PLP or in any other relevant document.
Here is the SMART goal the team wrote for Lucy:
By November 15, XXXX, Lucy will be able to perform the 13 steps of the task analysis (Washing hands), without the help of an adult, for three consecutive tries and in at least two different environments.
7. Choose the appropriate teaching approach.
As explained in the Information tab of the Task Analysis and Chaining section, there are two different approaches to teaching the steps of a task analysis: forward chaining and backward chaining. Videos present each of the two approaches and the explanations allow you to choose the most appropriate for each situation.
Lucy’s team chose backward chaining because Lucy had already mastered the last steps of the chain.
Lucy’s team chose backward chaining because Lucy had already mastered the last steps of the chain.
8. Identify reinforcers.
The reinforcers to be offered to the learner (or that the learner can exchange for tokens) must now be identified. The reinforcers are tangible objects, activities, events, or privileges. The preference assessment makes it possible to list potential reinforcers and offer the learner varied reinforcers.
Here is how Lucy’s team identified the reinforcers:
During team meetings, Lucy’s parents often mentioned how motivated Lucy was by the positive attention of others. This was confirmed by Lucy’s teachers. Since social reinforcement occurs naturally in the environment, the team decided not to dwell on tangible reinforcers. Social reinforcement will be recommended.
Here is how Lucy’s team identified the reinforcers:
During team meetings, Lucy’s parents often mentioned how motivated Lucy was by the positive attention of others. This was confirmed by Lucy’s teachers. Since social reinforcement occurs naturally in the environment, the team decided not to dwell on tangible reinforcers. Social reinforcement will be recommended.
9. Decide whether a token economy system is appropriate.
For some learners and under certain conditions, a token economy system is preferable. The Positive Reinforcement section explains the prerequisites and steps required for putting a token economy system into effect.
Lucy’s team will not use a token economy system.
Lucy’s team will not use a token economy system.
10. Determine the components of the learner's continuous reinforcement program.
To bring about an increase in the frequency of the targeted behaviour, the reinforcer or token will need to be delivered for all occurrences of the behaviour. It is important to develop a detailed reinforcement program. That way the person doing the reinforcement can apply each component of the program with fidelity. Some additional components are added with a token economy system:
- Who is responsible for offering the reinforcer or token to the individual?
- What quantity must be offered?
- Who looks after the exchange of tokens against the reinforcer?
- When can the tokens be exchanged against the reinforcer?
- For how long can an individual have access to the reinforcer?
- What is the rate of exchange?
11. Choose an appropriate location for the teaching sessions.
In order to respect the principles of teaching in an inclusive learning environment and encourage the generalization of learning, it is recommended to choose the usual learning environment (i.e., the place where this skill comes into play on a daily basis).
You must complete the Planning the Learning Context section in the Intervention Planning Tool.
This is how Lucy’s team chose the best learning environment for the intervention:
Planning the Learning Context
In which environment can the skill be put into practice?
Lucy will practice this skill several times a day, in different environments such as bathrooms at school and at home.
Can the level of reinforcement required to learn the targeted skill be provided in the common learning environment? If so, how?
Social reinforcement is of great value to Lucy. She loves getting positive attention from the people around her.
Does the common learning environment allow for the degree of intensity required for the learner to learn the targeted skill? Elaborate.
Instruction will be offered several times a day, in different environments. The team will take advantage of opportunities throughout the day (before lunch, after going to the bathroom, etc.).
Does the learner have observational learning skills? If not, plan to teach this skill:
Lucy’s observational learning skills are emerging. She is not always attentive to signals from her environment. The team has included this objective in her learning plan.
Can the learning of the targeted skill be integrated into the class schedule? If so, how?
No, this is not a skill that can be integrated into the class schedule. It is a skill that will be worked on in an individualized teaching context and at home.
What is the most favourable learning environment for learner success?
An individualized learning context will enable the team to teach this skill to Lucy. The chosen approach requires a specific technique.
You must complete the Planning the Learning Context section in the Intervention Planning Tool.
This is how Lucy’s team chose the best learning environment for the intervention:
Planning the Learning Context
In which environment can the skill be put into practice?
Lucy will practice this skill several times a day, in different environments such as bathrooms at school and at home.
Can the level of reinforcement required to learn the targeted skill be provided in the common learning environment? If so, how?
Social reinforcement is of great value to Lucy. She loves getting positive attention from the people around her.
Does the common learning environment allow for the degree of intensity required for the learner to learn the targeted skill? Elaborate.
Instruction will be offered several times a day, in different environments. The team will take advantage of opportunities throughout the day (before lunch, after going to the bathroom, etc.).
Does the learner have observational learning skills? If not, plan to teach this skill:
Lucy’s observational learning skills are emerging. She is not always attentive to signals from her environment. The team has included this objective in her learning plan.
Can the learning of the targeted skill be integrated into the class schedule? If so, how?
No, this is not a skill that can be integrated into the class schedule. It is a skill that will be worked on in an individualized teaching context and at home.
What is the most favourable learning environment for learner success?
An individualized learning context will enable the team to teach this skill to Lucy. The chosen approach requires a specific technique.
12. Plan time slots for the people involved.
Several people may be involved in this process. It is important to collaborate with other staff members who work with the learner (e.g., classroom teacher, educational assistant, other professionals) in order to maximize each person's time.
13. Obtain the required consents and authorizations.
Parents/guardians, teachers, and other care providers who have participated in CALI – Functional Skills for Independence can participate in the choice of the skill or skills to be targeted for the learner. However, according to the various work environment regulations, it may be necessary to obtain formal signed consent from the parents. For example, if the team decides to work on a skill involving the use of household appliances such as an oven or washing machine, it is recommended that they obtain signed parental consent. It is also preferable to notify the school administration if certain unusual activities are planned (e.g., the team will work on the skill Entering and exiting the bus appropriately and will need to cooperate with the bus driver in order to practice the skill).
14. Assemble the materials required for the teaching sessions and reinforcement.
Teaching some skills requires specific material. All necessary materials should be appropriate for the context and age of the learner, and identified reinforcers should be made available.
15. Plan ongoing support.
Ongoing support is essential to the success of the intervention. It involves planned observation sessions where the designated person checks the faithfulness of the implementation of the intervention and the collection of data in relation to the learner’s performance.
The Observation Tool for Ongoing Support facilitates the support of members of the school staff. Special instructions related to this document are found in the Coaching and Supporting Staff section, which contains more detailed explanations about the ongoing support.
Here is the document that was prepared by Lucy’s team: Observation Tool for Ongoing Support – Lucy's Example blank.
The Observation Tool for Ongoing Support facilitates the support of members of the school staff. Special instructions related to this document are found in the Coaching and Supporting Staff section, which contains more detailed explanations about the ongoing support.
Here is the document that was prepared by Lucy’s team: Observation Tool for Ongoing Support – Lucy's Example blank.
