Using Task Analysis to Support Inclusion and Assessment in the Classroom

Abstract

Task analysis is an evidence-based practice that promotes independence and instruction in inclusive settings. Although task analysis has an extensive history in the field of special education, recent research extends the application to both teachers and students, a pro-active approach, and promotes self-monitoring. When students with extensive support needs are provided tools to self-monitor and self-prompt their academic independence increases. This article provides guidance for practitioners as they develop task analysis to support teachers and students during instruction and assessment within an inclusive classroom setting. Recent research to support the value of using task analysis as an educational tool to promote independence and mastery of academic and social instructional goals is reviewed. Readers will also gain practical skills for developing, designing and revising task analysis for individual students, small groups, whole class and teacher use.

Using smart phone technology to improve daily living skills for individuals with intellectual disabilities

“…Most daily living skills involve multiple steps that historically required step by step instructions or prompting by instructors to complete a task (Post & Storey, 2002). Task analysis is an evidence-based practice that takes a complex task (e.g., doing laundry) and breaks it down into manageable steps (e.g., sort laundry into whites and darks, load clothes into the washing machine and add soap to the washing machine) that individuals can complete sequentially (McConomy et al, 2021). Tasks can be broken down into as many steps as needed based on a person's ability, then the individual steps form links in a chain to complete a larger task (Snell & Brown, 2011).…”

Calculators and Online Games: Supporting Students With Learning Disabilities in Mathematics

“…See the first scenario for an example of a task analysis for calculators and see the second scenario for a detailed discussion of explicit instruction. Doabler and Fien (2013) provided an in-depth discussion of explicit instruction in mathematics and McConomy et al (2021) did likewise for support on task analyses.…”

Essential Components for Math Instruction: Considerations for Students With Extensive Support Needs

“…Figure 4 depicts two examples of MSBI problem-solving routines for multiplicative comparison and difference schemas. These task analyses can be differentiated based on the abilities and needs of the learner (McConomy et al, 2021). All problem-solving routines or attack strategies must begin with reading the problem, as shown in Figure 4.…”