One Step at a Time: Using Task Analyses to Teach Skills

Melinda R. Snodgrass; Hedda Meadan-Kaplansky; Michaelene Ostrosky; W. Catherine Cheung

doi:10.1007/s10643-017-0838-x

One Step at a Time: Using Task Analyses to Teach Skills

Melinda R. Snodgrass, Hedda Meadan-Kaplansky, Michaelene Ostrosky, W. Catherine Cheung

Research output: Contribution to journal › Article › peer-review

Abstract

Task analyses are useful when teaching children how to complete tasks by breaking the tasks into small steps, particularly when children struggle to learn a skill during typical classroom instruction. We describe how to create a task analysis by identifying the steps a child needs to independently perform the task, how to assess what steps a child is able to do without adult support, and then decide how to teach the steps the child still needs to learn. Using task analyses can be the key to helping a young child become more independent.

Original language	English (US)
Pages (from-to)	855-862
Number of pages	8
Journal	Early Childhood Education Journal
Volume	45
Issue number	6
DOIs	https://doi.org/10.1007/s10643-017-0838-x
State	Published - Nov 1 2017

Keywords

Disabilities and developmental delays
Evidence-based practice
Functional skills
Independence
Natural environment
Young children

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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One Step at a Time: Using Task Analyses to Teach Skills

Abstract

Keywords

ASJC Scopus subject areas

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