Task Analysis
Members of the GCA Lab use many instructional methods in their research that can also be used by practitioners. For example, task analyses are used to support mathematical problem-solving interventions, but they are also very helpful during classroom instruction!
Recently, members of the GCA Lab reviewed research on task analysis and developed a cyclical model for developing, designing and implementing a task analysis.
Cyclical Process of Developing a Task Analysis
Based on Gold (1975)
The first step when designing a task analysis is to identify a skill or task that will benefit the learner and can be broken down into smaller steps. Next, the content for the task analysis is developed by writing each step in a logical sequence that is meaningful to the learner. Once a task analysis is developed, the learner should be provided explicit instruction in using the task analysis.
Task analyses can support independence through self-monitoring and self-prompting. They provide frequent assessment opportunities and offer detailed information about what steps in a task the student has mastered, and where the student needs more support.
Task analyses are tools that are easily differentiated, can be used for all learners and are supported by research.
Ready to learn more? We recommend this step-by-step guide from the IRIS Center. https://afirm.fpg.unc.edu/sites/afirm.fpg.unc.edu/files/imce/resources/TA%20Step-by-Step.pdf
References
Gold, M. W. (1976). Task Analysis of a Complex Assembly Task by the Retarded Blind. Exceptional children, 43(2), 78-84. https://doi.org/10.1177/001440297604300203