Ability Training and task Analysis in Diagnostic/Prescriptive Teaching

Abstract

Two models, ability training and task analysis, are presently being used in the assessment and remediation of children's learning difficulties. Task analysis is currently more in vogue, while the ability or process training model has been widely criticized. This article argues that neither model adequately covers all the elements involved in diagnostic/prescriptive teaching. Instead, both models, used in combination, are required for complete coverage. In addition, each model needs revision and extension before its potential utility is realized.

Discrepancy and Severity in the Learning Disabled: A Consolidated Perspective

“…Reviews of studies in task analysis provide no conclusive evidence of the validity of skill hierarchies (Resnick, 1973;White, 1973). More research will be needed before validity of skill hierarchies can be established (Smead, 1977).…”

The equivocal nature of special education interventions

“…A prime example here is diagnosticprescriptive teaching. In its classic sense (see Peter, 1965), nothing is more fundamental to special education but the concept has become polarized into models (i.e., process versus skill) reflecting basic philosophical differences (see Ysseldyke & Salvia, 1974) but, upon analysis, neither is satisfactory by itself (Smead, 1977). A final problem relates to the goals of intervention.…”

The function of individualized education programmes in special education: a discussion of premises∗

“…Ability training is often compared with task analysis, and attempts have been made to combine the two (Smead, 1977). In task analysis there is no direct interest in, or attention to, the causes of learning problems.…”