Running head: Task analysis 1
Task Analysis
Name
School
Task analysis 2
Task Analysis
Task analysis is a behavior analysis method where a complex skill is broken into
component steps, forming a chain in which each step serves as the stimulus for the next response
(Phillips & Vollmer, 2012). Task analysis is very effective in multiple domains. The following
analysis demonstrates the ordered sequence required to complete any assignment.
1. The first step involves selecting the target along with defining it through operational
definition that outlines the beginning and ending points (Phillips & Vollmer, 2012).
2. The analysis requires studying peer-reviewed studies and textbooks related to the target
task.
3. Watch or observe an expert perform the task while noting all their actions and cues.
4. The observed steps should be refined through interviews conducted with experts.
5. Create the initial task breakdown by organizing the task into multiple sequential steps.
6. Perform a sequence trial by attempting the task to identify gaps or unnecessary steps
which should be adjusted based on collected performance information.
7. Ensure discriminability of steps. The steps should have separate antecedents and
consequences to prevent overlapping (Phillips & Vollmer, 2012).
8. The appropriate chaining method should be selected according to the nature of the task
between forward, backward or total chaining.
9. A small-scale trial should be implemented to handle the task for data collection and
feasibility assessment (Parker & Kamps, 2011).
10. The final step is documentation in order to ensure consistent implementation.
The process of developing individualized task analyses requires practitioners to follow
these ten steps which match behavioral patterns. The systematic breakdown process of complex
Task analysis 3
skills through this method creates foundations for structured teaching interventions based on
applied behavior analysis principles (Cooper et al., 2020).
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.).
Pearson.
Parker, D., & Kamps, D. (2011). Effects of task analysis and self‐monitoring for children with
autism in multiple social settings. Focus on Autism and Other Developmental
Disabilities, 26(3), 131–142. [Link]
Phillips, C. L., & Vollmer, T. R. (2012). Generalized instruction following with pictorial
prompts. Journal of Applied Behavior Analysis, 45(1), 37–54.
