total task presentation aba example

Total Task Chaining in ABA – Explained (with 15 Examples)

Total task chaining is an approach to applied behavior analysis that involves teaching a complex task in a step-by-step, highly structured procedure using direct instruction.

This approach is often used in applied behavior analysis and by aba therapists for children with autism (Price, Marsh & Fisher, 2018; Veazey et al., 2016).

The total task method is distinctive from the other chaining methods (backward and forward chaining) in that each step of the procedure is taught during every session, rather than the instructor insisting on mastery of each step before moving onto the next step. Rewards are provided whenever a step is newly mastered (Cooper, Heron & Heward, 2020).

Total Task Chaining in ABA: Overview

The total task procedure involves having a learner attempt each step of a task systematically and chronologically, giving direct and explicit instruction along the way (Veazey et al., 2016).

Importantly, the educator does not stop and insist on repetition of each step until mastery. Instead, each step is taught and practiced, regardless of the student’s ability to complete the step. This differentiated the total task procedure from forward chaining.

Here are the general steps:

• Identify the Task or Behavior:  Clearly define the complex procedure that the learner needs to acquire, ensuring that it can be broken down into smaller, sequential steps.
• Break Down the Process (Task Analysis):  Complete the task yourself, taking clear notes on every action to create a procedure or ‘recipe’ for completing the task (Snodgrass et al., 2017). I will discuss the full task analysis procedure after the listed examples on this article.
• Teach the First Step:  The learner practices the first step of the sequence, with reinforcement provided upon successfully completing this step (i.e. a reward).
• Teach the Next Step:  After attempting the first step, the learner moves onto the next step, regardless of whether they have mastered the first one.
• Progressive Learning:  Continue this process, progressively introducing each preceding step and allowing the learner to perform more of the task, providing positive reinforcements whenever a stage is successfully compelted.
• Achieve Full Mastery :  Continue attempting total task process until the learner has mastered all the steps can perform the entire task or behavior independently.
• Generalization and Maintenance:  Encourage the learner to apply the acquired skill or behavior in different contexts and settings, and provide periodic opportunities for practice and reinforcement to ensure maintenance of the learned task (Cooper, Heron & Heward, 2020; Price, Marsh & Fisher, 2018).

Total Task Chaining Examples

1. Making a Sandwich In total task chaining, a learner practices gathering ingredients, spreading condiments, assembling, and cutting the sandwich in every session, compared to forward chaining where each step would be learned and mastered individually before moving on to the next.

2. Tying Shoes The learner practices crossing the laces, forming loops, creating a knot, and tightening the bow in each session. They are not required to master each step sequentially, as support is provided for the steps that the child can’t yet do themselves.

3. Baking Cookies A child practices measuring ingredients, mixing, scooping dough, baking, and cooling cookies in every session. They tend to struggle with scooping the dough. So, their parent helps them with that step each time (helping the child to gradually develop that skill over time), but they do not let this one difficulty prevent them from fully baking cookies.

4. Washing Hands The learner practices turning on the water, applying soap, scrubbing, rinsing, and drying hands during each teaching session. Each time a new step is mastered, a reward is provided.

5. Setting the Table In each session, the learner practices placing placemats, dishes, silverware, glasses, and napkins. Mistakes are made, but unlike forward chaining, the procedure isn’t interrupted because of those errors. Support is provided, then the task continues.

6. Riding a Bicycle The learner practices mounting, pedaling, steering, and stopping the bicycle in every session, compared to the gradual introduction and mastery of each step. Supports, such as training wheels, are used, so the whole task can be completed even if mastery isn’t achieved for all steps.

7. Assembling a Puzzle The learner practices sorting pieces, assembling the border, filling in the middle, and placing the last piece in each session. When mistakes are made, the instructor gives direct instruction and support, moving through the mistakes to the next step, so that the puzzle can be completed each time.

8. Planting a Seed The learner practices digging a hole, placing the seed, covering it with soil, watering, and labeling in every session. Contrast this to the backward chaining method (common with introducing children to gardening), where the learner is shown how to water plants first, then shown the other steps in reverse, until the last step is digging the hole.

9. Writing a Letter In each session, the learner practices writing the date and address, salutation, body, and closing the letter. Each step is introduced sequentially, but the child struggles writing the date, so the parent scaffolds this step, then they continue.

10. Folding Laundry The learner practices smoothing out wrinkles, folding in halves or quarters, and placing the item in the designated area in every session. Rewards are provided for successfully completed tasks, while support is provided for tasks that are not successfully completed.

11. Preparing a Salad The learner practices washing vegetables, chopping, mixing in a bowl, and adding dressing in each session. Rewards are provided for successful completion of any step that did not require the support of the aba therapist.

12. Painting a Picture: In every session, the learner practices sketching, applying base colors, and adding details. They often have trouble mixing colors, so support is provided at this stage, but each time, the learner gets closer and closer to mastery in this step.

13. Building a Model Airplane The student practices assembling various parts, attaching wings, and adding final details in each session. Each step is sequentially introduced, but all steps are done until the airplane is completed, rather than forcing mastery of each step before moving onto the next.

14. Programming a Computer The learner practices planning code, writing, and running it in every session. They do the whole code, then the computer highlights the stages where mistakes are made. Note how the whole code is written each time, rather than pausing at errors, then errors are deconstructed at the end.

15. Creating a Craft Project In each session, the learner practices gathering materials, cutting or shaping, assembling pieces, and adding decorations. Rewards are provided for successful steps, while support is provided at points of failure so they can move onto the next step.

Using Total Task Chaining with Task Analysis

Task analysis is an important preparative activity for the total task procedure. It involves the instructor completing the task themselves, analyzing each step, and writing-out a recipe-like multi-step breakdown of how to do the task (Snodgrass et al., 2017).

This is very important because people who have completed a complex activity thousands of times rarely pause to think about all of the small movements and activities involved in completing the task (Snodgrass et al., 2017). You actually need to think through what you did an explicitly write it down in order to know exactly how to teach it.

Don’t take this for granted or do it from memory – actually doing the activity yourself will help with creating a much more detailed and effective procedure for the learning process.

Total Task vs Backward vs Forward Chaining

There are two other types of chaining in the operant conditioning method . These are backward chaining and forward chaining:

• Forward Chaining : This involves teaching and reinforcing the first step of a sequence, then progressively adding subsequent steps until the entire task is mastered (Al-Ajlan, 2015; Cooper, Heron & Heward, 2020). This method ensures structured and sequential learning, building confidence with each mastered step. However, it may be less motivating initially as the learner does not experience task completion until all steps are learned.
• Backward Chaining : This involves teaching the last step of a sequence first, then preceding steps are added in reverse order until the entire task is mastered (Al-Ajlan, 2015; Radley & Dart, 2021). New steps are not taught until the one being learned is mastered. This approach builds confidence and motivation through immediate task completion and success. However, this procedure may not be suitable for tasks where understanding the initial steps is crucial for task completion.
• Total Task Chaining: By contrast to the above methods, in this one, every step of a task is taught and practiced during each session, allowing the learner to experience the entire sequence from start to finish (Cooper, Heron & Heward, 2020). This approach promotes a holistic understanding of the task and potentially accelerates learning by integrating all components. However, it may be overwhelming for some learners and cause cognitive overload, especially if the task is complex and the learner struggles with multiple steps simultaneously (Price, Marsh & Fisher, 2018).

Al-Ajlan, A. (2015). The comparison between forward and backward chaining.  International Journal of Machine Learning and Computing ,  5 (2), 106.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020).  Applied Behavior Analysis . New York: Pearson.

Radley, K. C., & Dart, E. H. (2021).  Social Skills Teaching for Individuals with Autism: Integrating Research Into Practice . London: Springer International Publishing.

Price, R., Marsh, A. J., & Fisher, M. H. (2018). Teaching young adults with intellectual and developmental disabilities community-based navigation skills to take public transportation.  Behavior analysis in practice ,  11 , 46-50. doi: https://doi.org/10.1007/s40617-017-0202-z

Snodgrass, M. R., Meadan, H., Ostrosky, M. M., & Cheung, W. C. (2017). One step at a time: Using task analyses to teach skills.  Early Childhood Education Journal ,  45 , 855-862. doi: https://link.springer.com/article/10.1007/s10643-017-0838-x

Veazey, S. E., Valentino, A. L., Low, A. I., McElroy, A. R., & LeBlanc, L. A. (2016). Teaching feminine hygiene skills to young females with autism spectrum disorder and intellectual disability.  Behavior Analysis in Practice ,  9 , 184-189. doi: https://doi.org/10.1007/s40617-015-0065-0

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Task Analysis and Chaining

A task analysis is an intervention which links a series of behaviors to create a more complex behavior chain.  Constructing the intervention chain must be done BEFORE the intervention begins.  One should also use the client’s repertoire for selecting appropriate interventions.  An evaluation of the client’s verbal repertoire and pre-attending skills are done before the intervention.

3 ways of validating the task analysis:

• Observing a competent individual performing the sequence of behaviors
• Consulting with an expert or person highly skilled in the particular tasks to be taught
• Performing the entire sequence yourself

Forward chaining is when the first step (prompted or unprompted) is reinforced upon completion.  Then the first and second steps are completed before reinforcement (or a token) is provided.  This is continued until completion of all steps is required before reinforcement is offered.  After the known step is complete, one waits until the next session to reinforce the subsequent step.

Backward chaining starts with assistance with all the steps except for the last step.  At the last known step, that step is reinforced when correct.  The reinforcement is backed up through the chain at each session, reinforcing the end of the sequence of known steps.

Total task chaining is completing the entire sequence and receiving reinforcement at the end of the completed task chain.  This is most appropriate when the learner has the prerequisite skills to complete the tasks in the chain and would not require many trials to criterion based on past learned knowledge.

Behavior Chain Interruption Strategy (BCIS) is used to confirm that the subject can emit appropriate alternative behavior when one of the steps in the chaining is interrupted.  An example would be Sally taught her brother Sam to make the bed by doing a behavior chain. Before he is finished, she hides the pillow cases.  She waits for him to ask where the pillowcases are, or to look for them, or to go to the closet to get new ones, etc.

Behavior Chain with Limited Hold is when a person has to complete the required task within a limited time in order to produce reinforcement.  For example, the burger makers at McDonald’s must complete a burger within a certain amount of time or the customer is angry.

What happened to backward chaining with leaps ahead?

There is also Single Opportunity Chaining

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Chaining is an instructional strategy grounded in applied behavior analysis (ABA) theory. Chaining is based on task analysis, in which individual steps are recognized as requirements for task mastery.

Chaining breaks a task down into small steps and then teaches each step within the sequence by itself. For example, a child learning to wash his/her hands independently may start with learning to turn on the faucet. Once this initial skill is learned, the next step may be getting his/her hands, etc. This technique is helpful in assisting children to learn a routine task that is repetitive, such as using the bathroom, brushing teeth, putting on clothes and shoes, or completing a work task.

Video Demonstration Strategy

Credits: Amanda Arnold Elementary, Manhattan KS

Chaining Overview.pdf

To use chaining you first have to determine the steps of a task.  This process is called a task analysis.   How to Determine the Steps of a Task

(Task Analysis)

Watch someone complete the task

Write down the steps of the task

Have someone else perform the task using the steps you have written

Make adjustments to the steps as needed

Present the task to the student or watch the skill performance in the natural setting

Take data on student performance with each step of the task

Based on data, decide which chaining techniques to use

When To Use

There are two major types of chaining techniques:

Forward chaining . The forward chaining technique moves a child from the first part of the task to the end. In short, each step must be mastered before the next step in the skill series is added.

The steps in forward chaining: 

1.The teacher teaches the child the first step in the chain. 2.When the first step is learned, the teacher adds the second step. The child is learning the second step in the routine and attaching it to the first step. 3.The third step is taught in conjunction with the first two steps once the child is able to demonstrate the first two steps.

Backward chaining . The backward chaining technique involves the same process as forward chaining, except in reverse. That is, the teaching process moves from the last step of the task to the beginning. This technique is used when it is easier to teach a child a task from the last step than from the beginning. The teacher provides the child assistance throughout the process until the last step. 

The steps in backward chaining:

1.The student is encouraged to complete the last step independently. 2.When the last step is mastered, the teacher provides assistance until the child is able to perform the step before the last one. 3.The student completes more and more ending steps independently until he masters all steps and is able to complete the task without assistance.

• Total Task Presentation Total Task Presentation is when the student attempts all steps of the chain. The steps in total task presentation: 1. Present the entire task to the student 2. The Student Continues until every step is mastered. 3. Prompting is provided as needed for each step 4. Reinforcement is then provided upon completing the last step of the analysis

Putting on a Coat

Chaining is a behavioral strategy used to teach students with autism complex behaviors by breaking them down into smaller sequential steps. One of two methods, forward chaining and backward chaining, is selected based on the nature of the task or the skill levels of the child.

Data Collection

Target: Texas Autism Resource Guide for Effective Teaching TSLAT. (n.d.). Retrieved August 29, 2016, from http://txautism.net/interventions 

Task Analysis In ABA Therapy: Examples & Strategies

Applied Behavior Analysis (ABA) therapy is a widely recognized and effective treatment for individuals with autism spectrum disorder (ASD) and other developmental disabilities.

ABA therapy involves breaking down complex skills into smaller, more manageable steps to teach individuals how to perform those skills.

Task analysis is a critical component of ABA therapy, as it allows therapists to identify the specific steps needed to teach a skill and to measure progress towards mastery.

In this article, we will explore task analysis in ABA therapy, provide examples of how it is used, and discuss strategies for implementing it effectively.

What Is Task Analysis?

Task analysis is the process of breaking down a complex skill into smaller, more manageable steps.

It involves identifying the specific behaviors that make up the skill and determining the order in which those behaviors should be taught.

Task analysis is a critical component of ABA therapy because it allows therapists to identify the specific steps needed to teach a skill and to measure progress towards mastery.

Examples Of Task Analysis In ABA Therapy

Task analysis is used in ABA therapy to teach a wide range of skills, including:

• Self-care skills, such as brushing teeth or getting dressed
• Social skills, such as making eye contact or initiating conversation
• Academic skills, such as reading or solving math problems
• Play skills, such as taking turns or sharing toys

Let's take a closer look at an example of task analysis in ABA therapy. Suppose a therapist is working with a child who is learning to tie their shoes. The therapist would break down the skill of tying shoes into smaller, more manageable steps, such as:

• Hold one shoelace in each hand
• Cross the laces over each other
• Make a loop with one of the laces
• Hold the loop with one hand and use the other hand to make a loop with the other lace
• Cross the loops over each other
• Tuck one loop under the other and pull tight

The therapist would then teach each step in order, providing reinforcement for correct responses and prompting or correcting errors as needed. As the child becomes more proficient at each step, the therapist would gradually fade their support until the child can tie their shoes independently.

Strategies For Implementing Task Analysis In ABA Therapy

Here are some strategies for implementing task analysis effectively in ABA therapy:

• Start with simple skills: When introducing task analysis, start with simple skills that the individual is likely to master quickly. This will help build confidence and motivation.
• Use visual aids: Visual aids, such as pictures or diagrams, can be helpful in breaking down complex skills into smaller steps.
• Provide reinforcement : Reinforcement is a critical component of ABA therapy. Provide positive reinforcement for correct responses and use error correction procedures when necessary.
• Fade prompts gradually: As the individual becomes more proficient at each step, gradually fade prompts until they can perform the skill independently.
• Generalize skills: Once the individual has mastered a skill in one setting, work on generalizing that skill to other settings and situations.

The Importance of Task Analysis in ABA Therapy

Task analysis is a critical component of ABA therapy, and it plays an essential role in the success of the treatment. By breaking down complex skills into smaller, more manageable steps, task analysis allows therapists to create individualized teaching plans that are tailored to each individual's needs.

This approach ensures that the individual is not overwhelmed by the complexity of the skill they are learning and can focus on mastering one step at a time.

Moreover, task analysis provides a clear roadmap for measuring progress towards mastery.

By identifying specific behaviors that make up a skill, therapists can track progress and adjust their teaching strategies accordingly.

For instance, if an individual is struggling with a particular step, the therapist can provide additional support or modify their teaching approach to help them overcome the challenge.

In addition to its practical benefits, task analysis also promotes generalization and maintenance of skills. When individuals learn new skills through task analysis, they are better able to generalize those skills across different settings and situations.

They are also more likely to maintain those skills over time because they have learned them systematically and reinforced each step along the way.

Overall, task analysis is crucial for effective ABA therapy. It allows therapists to create customized teaching plans that are tailored to each individual's needs while providing a clear roadmap for measuring progress towards mastery.

As such, it is an essential tool for helping individuals with autism spectrum disorder (ASD) and other developmental disabilities reach their full potential.

How to Conduct a Task Analysis in ABA Therapy

Conducting a task analysis in ABA therapy involves several steps. Here is a general framework for conducting a task analysis:

• Identify the skill: The first step in conducting a task analysis is to identify the skill that needs to be taught. This could be a self-care skill, social skill, academic skill, or play skill.
• Break down the skill: Once you have identified the skill, break it down into smaller, more manageable steps. Start by identifying the final step of the skill and then work backwards to identify each preceding step.
• Determine task sequence: Once you have broken down the skill into smaller steps, determine the order in which those steps should be taught. It's important to teach skills in a logical order so that individuals can build on their prior knowledge and experience success early on.
• Identify materials needed: Depending on the specific skill being taught, you may need certain materials or equipment to conduct the task analysis effectively. Make sure you have everything you need before starting your session.
• Teach each step: Once you have identified each step and determined their sequence, teach each step one at a time using prompting as necessary. Provide positive reinforcement for correct responses and use error correction procedures when necessary.
• Fade prompts gradually : As individuals become more proficient at each step, gradually fade prompts until they can perform the skill independently.
• Generalize skills : Once individuals have mastered a skill in one setting, work on generalizing that skill to other settings and situations.

By following these steps, therapists can conduct effective task analyses that help individuals with autism spectrum disorder (ASD) and other developmental disabilities learn new skills systematically and successfully reach their goals.

Common Mistakes to Avoid When Conducting a Task Analysis

While task analysis is an effective tool for teaching new skills, there are several common mistakes that therapists should avoid when conducting one. Here are some of the most common mistakes and how to avoid them:

Skipping Steps

One of the most significant mistakes therapists make when conducting a task analysis is skipping steps. It's important to break down complex skills into smaller, more manageable steps so that individuals can learn them systematically.

Skipping steps can lead to confusion or frustration and hinder progress towards mastery.

To avoid this mistake, make sure you spend enough time breaking down the skill into smaller steps. Start by identifying the final step of the skill and then work backwards to identify each preceding step. This will ensure that you don't miss any critical steps in the process.

Teaching Too Many Steps at Once

Another common mistake therapists make is trying to teach too many steps at once. While it may be tempting to teach multiple steps simultaneously, this approach can overwhelm individuals and hinder their progress towards mastery.

To avoid this mistake, start by teaching one step at a time, providing reinforcement for correct responses and using error correction procedures when necessary. Once individuals have mastered one step, gradually introduce additional steps until they can perform the entire skill independently.

Failing to Generalize Skills

A third common mistake therapists make is failing to generalize skills across different settings and situations. Individuals with autism spectrum disorder (ASD) and other developmental disabilities may struggle with generalizing skills because they have difficulty applying what they've learned in one context to another.

To avoid this mistake, work on generalizing skills as part of your task analysis plan. Once individuals have mastered a skill in one setting, work on transferring that skill to other settings and situations where it may be applicable.

By avoiding these common mistakes when conducting a task analysis, therapists can help individuals with ASD and other developmental disabilities learn new skills systematically and successfully reach their goals.

Using Technology to Enhance Task Analysis in ABA Therapy

Technology has become an integral part of modern society, and its use in ABA therapy can enhance the effectiveness of task analysis. There are several ways that technology can be used to improve task analysis in ABA therapy:

Video Modeling

Video modeling is a technique that uses video recordings to teach individuals new skills. This technique involves recording someone performing a skill and then showing the video to the individual who needs to learn the skill.

Video modeling can be an effective way to introduce task analysis because it allows individuals to see each step of a skill being performed multiple times.

Virtual Reality

Virtual reality (VR) is an emerging technology that has enormous potential for use in ABA therapy. VR allows individuals to enter a simulated environment where they can practice new skills in a safe and controlled setting.

This technology can be particularly useful for teaching social skills, such as initiating conversation or making eye contact, which may be challenging for some individuals with autism spectrum disorder (ASD).

Mobile Apps

Mobile apps can also be used to enhance task analysis in ABA therapy.

There are several apps available that provide visual aids for breaking down complex skills into smaller steps. These apps often include features such as timers, prompts, and reinforcement systems, which make them ideal tools for conducting task analyses.

Overall, technology offers many opportunities for enhancing task analysis in ABA therapy.

By incorporating these tools into their practice, therapists can create customized teaching plans that are tailored to each individual's needs while providing a clear roadmap for measuring progress towards mastery.

As such, it is essential for therapists to stay up-to-date with the latest technological advancements and incorporate them into their practice when appropriate.

In conclusion, task analysis is a critical component of ABA therapy. It allows therapists to identify the specific steps needed to teach a skill and to measure progress towards mastery. By breaking down complex skills into smaller, more manageable steps, individuals with autism spectrum disorder and other developmental disabilities can learn a wide range of skills and achieve greater independence.

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Task Analysis in ABA: A Detailed Overview

As you wade through the complex world of Applied Behavior Analysis (ABA), task analysis stands out like a lighthouse, guiding you toward effective teaching strategies. It's a process that seems straightforward—you're breaking down skills into manageable steps—but its simplicity belies a profound impact on learning and behavior modification.

By dissecting tasks into their component parts, you ensure that each step is taught thoroughly, increasing the likelihood of mastery for individuals with Autism Spectrum Disorder (ASD). Now, imagine the potential of such a tool in your professional toolkit: tailored to fit each of your student's unique needs, applied across various environments, and fostering crucial life skills.

As you consider the implications of this meticulous approach, you may find yourself wondering about the nuances of implementation and the transformations it can engender in those you support. So, why is task analysis such a cornerstone in ABA therapy, and how can it be optimized to facilitate learning and independence?

Let's explore the intricacies that make it an indispensable method, and along the way, uncover the strategies that can make or break its success.

Key Takeaways

• Task analysis simplifies complex tasks into manageable steps, making skill acquisition in ABA therapy more effective.
• Customization of task analysis allows for tailoring the process to individual needs, promoting better skill acquisition.
• Consistency in task analysis promotes measurable improvements and enhances skill acquisition in daily living skills.
• Systematic instruction through task analysis addresses variables that make learning challenging and fosters independence through a step-by-step approach.

Defining Task Analysis

Task analysis, a cornerstone method in Applied Behavior Analysis (ABA), simplifies complex tasks into manageable steps, enabling you to grasp new skills effectively. This approach is integral in ABA therapy, where the goal is often to improve appropriate behaviors and communication. By breaking down a complex skill into smaller steps, you're not overwhelmed and can focus on mastering one piece at a time.

Customization plays a crucial role in task analysis, tailoring the process to your unique needs. This personalization ensures that teaching students becomes a more efficient and individualized experience. You'll find that with a bespoke plan, even the most daunting tasks become approachable.

Consistency is key in behavior analysis, and task analysis is no exception. A consistent approach across all learning situations helps reinforce the steps, promoting better skill acquisition. Systematic instruction addresses the variables that make learning challenging, paving the way for you to gain independence and master new skills.

Importance in ABA Therapy

You'll find that task analysis is a cornerstone of ABA therapy because it simplifies complex behaviors into manageable actions.

By breaking down tasks, you can pinpoint exactly where a student struggles, allowing for targeted intervention and clearer measurement of progress.

This method not only fosters skill acquisition but also ensures that improvements are consistent and quantifiable.

Enhancing Skill Acquisition

In ABA therapy, breaking down complex skills into smaller, manageable steps significantly boosts a learner's ability to master new tasks and behaviors. This step-by-step approach is central to teaching vital daily living skills. By using systematic instruction, you can tackle complex tasks with greater confidence and success. Each step serves as a building block, reinforcing the foundation before moving on to the next challenge.

Customizing these steps to match your unique needs ensures that skill acquisition isn't just effective but also feels achievable. Remember, consistency is key. By applying the same structured method across different scenarios, you solidify your learning and enhance your independence. Through task analysis, you're not just learning—you're conquering one step at a time.

Measuring Progress Effectively

Accurately tracking your progress through data collection methods like single-opportunity and multiple opportunity assessments is essential in ABA therapy to ensure that the skills you're learning are both practical and tailored to your daily life. Measuring progress in task analysis involves breaking down the steps of the task and examining your proficiency in each of the individual steps. This approach highlights your strengths and weaknesses, allowing for focused and efficient learning.

• Single-opportunity assessment: Quickly identifies which steps you can independently perform within a task.
• Multiple steps mastery: Tracks your ability to perform multiple steps of a task in sequence, showing your skill acquisition over time.
• Strengths and weaknesses analysis: Helps tailor ABA therapy to your specific needs, reinforcing what you're good at and improving where you need help.

Identifying Skill Components

You'll begin by breaking down skills into manageable steps, which is essential for effective teaching in ABA.

Next, you'll focus on extracting the essential components that are critical for your student's understanding and progress.

Breaking Down Skills

When breaking down skills for task analysis, it's essential to identify each component the learner must master to achieve the overall activity successfully. This process involves deconstructing a complex skill into smaller, more manageable pieces. By doing so, you can outline the steps needed for chaining techniques that build towards the end goal.

• Dissect the activity : Break down the skill into smaller tasks that are easier to grasp.
• Sequence the steps : Arrange the steps needed in a logical order, using forward or backward chaining as appropriate.
• Focus on daily living : Apply task analysis to daily living skills to promote independence.

Essential Component Extraction

Having broken down the skill into more manageable tasks, it's crucial to pinpoint the specific components each learner must master within task analysis.

This process, known as essential component extraction, involves identifying the smaller, yet vital, steps that make up the larger skill.

In Applied Behavior Analysis (ABA), this practice is especially important for individuals with autism spectrum disorder (ASD), as it can help them learn necessary skills for independent living, step by step.

Mastery Criteria Establishment

Once the essential components of a task are identified, it's vital to establish clear mastery criteria that specify when each skill is considered learned. In the context of ABA therapy, these criteria provide a structured way to measure progress and ensure that a step is mastered before moving on.

Here are key points to consider:

• Task Analysis : Break down the task into learnable steps, and define success for each one.
• Consistency : Apply the same mastery criteria across all learning situations to maintain clarity.
• Instruction Methods : Decide whether backward chaining, forward chaining, or total task presentation best suits the learner's needs.

Tailoring the mastery criteria to the individual's learning requirements is crucial for success in ABA therapy.

Structuring Task Sequences

To effectively teach complex tasks, start by breaking them down into manageable sequences that can be tackled step by step. Task analysis is key in structuring task sequences, ensuring that each component is simple enough to be understood and executed individually.

Begin with step one, which should be the most basic and foundational part of the task. This might be as simple as picking up a tool or identifying the materials you'll need.

Move on to the next step only after the first has been mastered. It's vital to ensure that the learner is comfortable and confident before introducing more complexity.

As you progress, continue to build on the skills learned, ensuring that each next step logically follows the previous one.

Implementation Strategies

After mastering the art of structuring task sequences, you'll now explore various implementation strategies that bring task analysis to life in ABA therapy. These ABA techniques are pivotal for ensuring that individuals with autism spectrum disorder (ASD) can effectively learn and apply new skills. Each strategy is chosen based on the unique needs of the learner and the context in which the skills are being taught.

Here's a brief rundown to get you started:

• Discrete Trial Training (DTT) : This strategy breaks down tasks into smaller, manageable parts and teaches each step intensively through repeated trials.
• Modeling : Here, the instructor demonstrates the desired behavior, providing a clear example for the learner to imitate.
• Chaining : Whether it's forward chaining, where you start with step one and progress sequentially, or backward chaining, where the last step is taught first, these methods build upon each successful step.

In practice, you might begin with hand over hand guidance to ensure the correct completion of step two, followed by fading your assistance as the learner gains confidence and skill. The goal is always to promote independence while providing the necessary support. Through consistent and systematic instruction, these implementation strategies can significantly enhance the learning experience.

Monitoring Progress

In monitoring progress, you'll track the learner's performance in each step of the task analysis to pinpoint areas for improvement and refine teaching methods. This is a crucial component in any ABA therapy program, as it ensures that teaching strategies are effectively facilitating skill acquisition. For instance, in teaching teeth brushing through task analysis, you'd collect data on each targeted step to see if the learner is approaching the target response.

Data collection in Applied Behavior Analysis is indispensable for this process. You're not just looking for success in isolated instances, but for consistent and measurable progress over time. This information helps you determine the effectiveness of your interventions and whether they need tweaking to better suit the learner's needs.

Moreover, the insights gained from monitoring progress guide you in tailoring your ABA program to the individual's learning profile. It's about ensuring the learner doesn't just mimic the behavior temporarily but actually masters the skill set being taught. So, you'll continually assess, adapt, and celebrate each small victory towards the larger goal of independence in the skill being learned.

Case Studies and Applications

Exploring case studies and applications reveals how task analysis in ABA therapy can be customized to enhance learning and autonomy for individuals with autism spectrum disorder (ASD). By breaking down complex activities into smaller, manageable steps, task analysis in ABA becomes a powerful tool for teaching living skills.

Consider the case where a child with ASD learns the sequence of brushing one's teeth. Through task analysis, each step is identified, taught, and practiced, from applying toothpaste to rinsing the mouth. Similarly, the process of tying their shoes is dissected into a series of knots and loops that the child can master sequentially, fostering independence and confidence.

Applied Behavior Analysis online platforms offer resources and case studies that showcase these techniques in action. Here's what you can learn from them:

• Task analysis in ABA transforms overwhelming tasks into achievable milestones.
• Case studies and applications provide templates for personalizing strategies to individual needs.
• Success stories inspire the integration of task analysis into daily routines for those with ASD.

So, you've sliced and diced tasks like a culinary genius chops veggies.

You've become the maestro of method, choreographing life's little dances into steps so easy, even a two-left-footed sloth could waltz through daily routines.

Keep on tracking triumphs and slip-ups, because in the grand circus of ABA, your clipboard is the magic wand turning the chaos of skills into a harmonious high-wire act.

Bravo, task analysis ringmaster, bravo!

Derek Horton is a licensed clinical psychologist with over 15 years of experience treating anxiety and mood disorders. Derek Horton brings a wealth of experience to the field. With a background in clinical psychology, his passion lies in bridging the gap between research and accessible mental health resources, fostering a supportive online community for individuals seeking psychological well-being.

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Applied behavior analysis: the role of task analysis and chaining.

By:   Dr. Cathy Pratt, BCBA-D, Director, Indiana Resource Center for Autism and Lisa Steward, MA, BCBA, Director, Indiana Behavior Analysis Academy

A task analysis is used to break complex tasks into a sequence of smaller steps or actions. For some individuals on the autism spectrum, even simple tasks can present complex challenges. Having an understanding of all the steps involved for a particular task can assist in identifying any steps that may need extra instruction and will help teach the task in a logical progression. A task analysis is developed using one of four methods. First, competent individuals who have demonstrated expertise can be observed and steps documented. A second method is to consult experts or professional organizations with this expertise in validating the steps of a required task. The third method involves those who are teaching the skill to perform the task themselves and document steps. This may lead to a greater understanding of all steps involved. The final approach is simply trial and error in which an initial task analysis is generated and then refined through field tests (Cooper, Heron, Howard, 2020).

As task analyses are developed, it is important to remember the skill level of the person, the age, communication and processing abilities, and prior experiences in performing the task. When considering these factors, task analyses may need to be individualized. For those on the autism spectrum, also remember their tendency toward literal interpretation of language. For example, students who have been told to put the peanut butter on the bread when making a peanut butter and jelly sandwich have literally just placed the entire jar on the bread. It is important that all steps are operationally defined. Below are two examples of task analyses.

Putting a Coat On

• Pick up the coat by the collar (the inside of the coat should be facing you)
• Place your right arm in the right sleeve hole
• Push your arm through until you can see your hand at the other end
• Reach behind with your left hand
• Place your arm in the left sleeve hole
• Move your arm through until you see your hand at the other end
• Pull the coat together in the front
• Zip the coat

Washing Hands  

• Turn on right faucet
• Turn on left faucet
• Place hands under water
• Dispense soap
• Rub palms to count of 5
• Rub back of left hand to count of 5
• Rub back of right hand to count of 5
• Turn off water
• Take paper towel
• Dry hands to count of 5
• Throw paper towel away

Skills taught using a task analysis (TA) include daily living skills such as brushing teeth, bathing, dressing, making a meal, and performing a variety of household chores. Task analysis can also be used in teaching students to perform tasks at school such as eating in the cafeteria, morning routines, completing and turning in assignments, and other tasks. Task analysis is also useful in desensitization programs such as tolerating haircuts, having teeth cleaned, and tolerating buzzers or loud environments. Remember that tasks we perceive as simple may be complex for those on the spectrum.

Again, the number of steps involved and the wording used will differ dependent on the individual. Determining the steps to a TA as well as the starting point for an individual often requires collecting baseline data, and/or examining the individual’s ability to complete any or all of the required steps. Assessing the individual’s level of mastery can occur in one of two ways. Single-opportunity data involves collecting information on each step correctly performed in the task analysis. Once a mistake is made, data collection stops and no further steps are examined. In multiple opportunity data collection, progress is documented on each step regardless of whether the performance was correct or not. This provides insight into those steps the student can perform and where additional training or support is needed. Remember that once implementation begins, the TA may need to be revised to address any additional needs.

Once a task analysis is developed, chaining procedures are used to teach the task. Forward chaining involves teaching the sequence beginning with the first step. Typically, the learner does not move onto the second step until the first step is mastered. In backward chaining, the sequence is taught beginning with the last step. And again, the previous step is not taught until the final step is learned. One final strategy is total task teaching. Using this strategy, the entire skill is taught and support is provided or accommodations made for steps that are problematic. Each of these strategies has benefits. In forward chaining, the individual learns the logical sequence of a task from beginning to end. In backward chaining, the individual immediately understands the benefit of performing the task. In total task training, the individual is able to learn the entire routine without interruptions. In addition, they are able to independently complete any steps that have been previously mastered.

Regardless of the strategy chosen, data has to be collected to document successful completion of the entire routine and progress on individual steps. How an individual progresses through the steps of the task analysis and what strategies are used have to be determined via data collection.

Cooper, J.O., Heron, T.E, and Heward, W.L. (2020). Applied behavior analysis (3rd Edition). Pearson Education, Inc.

Pratt, C. & Steward, L. (2020). Applied behavior analysis: The role of task analysis and chaining. https://www.iidc.indiana.edu/irca/articles/applied-behavior-analysis.html .

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• Using Task Analysis in ABA Therapy

Published on 22nd December 2023 by ABA Simplified

Estimated Reading Time: 7 minutes

We’ve been Exploring Effective Interventions in ABA. This week, we’re looking at Task Analysis. Whether you’re a student pursuing ABA, a BCBA, RBT, special education teacher, or a paraprofessional, you’ve probably heard the term task analysis. It might sound very complicated but, it’s just a fancy way of saying we’re analyzing the steps in this task and teaching them one step at a time. They’re one of our most commonly used teaching strategies so we’re going to jump right into why they’re so important and how we can effectively use them in our sessions.

What is a Task Analysis?

As I mentioned earlier, task analysis is simply the process of breaking down complex skills or behaviors into smaller, more manageable steps. This method allows us to teach our learners these complex skills in a way that is easier for them to learn since we’d be focusing on teaching one step at a time. We can use task analysis to teach pretty much anything and everything, ranging from basic daily living activities to more advanced academic or social skills (think ordering a Subway sandwich, or scheduling a doctor’s appointment).

What Are the Benefits of a Task Analysis?

• Consistency : Task Analysis promotes consistency in teaching methods. Think of the number of ways there are to do any single task. Let’s take washing our face as an example. Some people may want to pump soap on their hands first, some may want to wet their hands first. Some turn off the tap while washing their face, other keep the tap running. So when we have parents, grandparents, therapists, special educators etc working with our learners, imagine the confusion when our learners have to follow a different method with every person! A task analysis helps minimize confusion by providing a single method that everyone can follow, allowing for cohesive and uniform instruction.
• Individualized Learning : Task analysis facilitates individualized learning by allowing educators and behavior analysts to tailor the steps based on the learner’s unique abilities and needs. It also allows us to add in any accommodations that might be needed (think supports for motor deficits e.g. using a special tool to open a jar). It also helps us identify specific steps that our learners might be struggling with allowing for more targeted instruction for those steps.
• Promotes Acquisition of Complex Behaviors : Task analysis simplifies the learning process by breaking down complex behaviors or skills into smaller, more manageable steps. This systematic approach enables the learner to focus on mastering one step at a time, gradually building toward the complete skill. Whether it’s learning social interactions, academic tasks, or daily living activities, task analysis provides a structured approach for teaching these skills and behaviors.

Teaching Complex Behaviors Using Chaining

• Forward Chaining : In this approach, the steps of a task are taught in chronological order using prompting and prompt fading. The learner is taught to complete the first step in the chain until they achieve mastery of that step. While the first step is being taught, they are prompted through the other steps in the chain. Once the learner consistently completes the first step, they are then taught to complete steps 1 and 2 independently, while being prompted through the rest of the steps. This process continues until the learner can independently complete all the steps in the chain.
• Backward Chaining : This method is very similar to forward chaining; except we start with the last step first. Learners are prompted through the entire chain with the exception of the last step in which prompts are faded, allowing them to independently complete the step. Once they consistently complete the step on their own, they are taught to complete the last two steps and so on until they can independently complete all steps in the chain. The benefit of this method is that they are able to immediately experience natural reinforcement via completion of the chain rather than having to be prompted through the remainder of the steps to receive that reinforcement.
• Total Task Presentation : With this method, learners are simultaneously taught all steps at the same time, using prompting and prompt fading. Let’s say that our learner is learning to wash their hands . Instead of prompt fading only the first or last step as with forward or backward chaining, we would prompt and prompt fade with every step. Once our learners have mastered a particular step at a specific prompt level (example: partial physical prompt), we’d move to the next least intrusive prompt in the hierarchy (example: gestural). 

Using Task Analysis in Skill-Acquisition Programs

The National Professional Development Center (NPDC) has outlined the following steps to successfully implement a task analysis –

• Identify The Target Skill : The target skill should consist of a series of steps that can be chained. A single discrete skill is not appropriate, neither is a task that can have many variables or outcomes. Think about the skill of making a sandwich. Simply getting bread out of the bag is a single, discrete skill, and making a sandwich can be too complex and have several variable outcomes – is the learner making a PB&J, or BLT, or other another sandwich with different toppings? Outlining the specific ingredients and steps to make a specific sandwich would be perfect here.
• Identify Any Pre-Requisite Skills : Identify any pre-requisite skills the learner will need as part of the task analysis. This will help you know how detailed the task analysis needs to be. Consider showering – does your learner know which body parts need soap or do we need to specifically outline all the body parts that must be soaped?
• Breaking the Skill into Components : Break the skill down into its component steps so that it is easier to understand and teach your learner. If your learner consistently has trouble with a specific step, then you’ll know you need to dive a bit deeper to find any missing pre-requisities or figure out if accommodations will be needed. For example, if your learner has difficulty brushing their teeth because of challenges discriminating between the front and back of their teeth, can we use a 3-sided toothbrush instead? Once you’ve broken the skill down into its individual steps, make sure to re-check your task analysis by observing a competent individual performing the sequence of behaviors, consulting with an expert or person highly skilled in the particular tasks to be taught or performing the entire sequence yourself.
• Confirming that the Task is Completely Analyzed : The best way to make sure that each step is properly accounted for, have someone else (a different learner, your colleague, spouse or anyone else) follow the steps exactly as written. Here’s a hilarious example I love using in my training sessions!
• Determining How the Skill Will be Taught : Now that you have all your steps written out, you’ll need to figure out the best way to teach your learner. You’ll want to consider if this task analysis has been taught before, and why it failed – did the learner have challenges mastering the steps and why? Did the skill fail to maintain and why? Does the learner learn better DTT style or by embedding the skill into naturally occurring routines? Also, consider how the task analysis will be presented to your learner. Will you use pictures with text or without text? Will you skip pictures and just give them a list of steps if they can read? Do they need a video model instead? I used to default to using images with text with all my learners until one day I just couldn’t teach one of my kiddos how to wash their hands! I decided to give video modeling a shot and within a few sessions, the skill had been mastered so if you’re struggling with a specific skill, try changing up your teaching method!
• Monitor Progress : As always, make sure you take data, monitor progress, and make changes as needed!

Overall, the systematic approach to task analysis not only simplifies the teaching process, but also promotes consistency in teaching methods, a crucial aspect when multiple people are involved in the therapy process.

If you need data sheets for your task analyses, check out the Task Analysis Data Sheets Bundle that covers a range of daily living skills such as toileting, handwashing, showering, bathing, washing face, making the bed, doing laundry, washing dishes, and more. You’ll also get a printable and digital template that you can use with your own task analyses! This is a growing bundle which means that the price you pay at the time of purchase will give you access to all future data sheets at no extra cost! Click the image below to check it out!

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Description: A specific sequence of responses in which the completion of each response provides a cue to engage in the next response. For example, when an individual puts on a t-shirt, placement of the shirt on top of the individual’s head is a cue for the individual to pull the shirt over the head; having the shirt around the individual’s neck is a cue for the individual to put each arm through the armholes, etc. Other examples include independent living skills (e.g., brushing teeth), carrying out daily routines such as getting ready for bed (e.g., changing into pajamas may be a cue to go brush teeth; completion of this task may be a cue to go get a story book, etc.), and following activity schedules [see earlier entry]). Behavior chains also may be associated with disruptive behavior. For example, getting off the bus when arriving at school is a cue for walking into the school building; walking into the school building is a cue for walking down a particular hallway; walking down a particular hallway is a cue to engage in tantrum behavior. In this situation, having the child enter the school building by a different entrance and therefore walking down a different hallway may prevent the tantrum behavior.

To teach a behavior chain, a complex skill or sequence of behaviors is first broken down into smaller units that may be easier to learn than the entire chain. For example, if a child is being taught how to make a baloney sandwich, the first step taught is to take out the bread, followed by taking out the baloney, then getting a plate, etc. The instructor then chooses one of three strategies: Forward chaining, backward chaining, and total-task presentation. In forward chaining, the steps of the sequence of behavior in the task are taught in temporal order (first step to the last). Thus, in the example of making a sandwich, the instructor would focus on teaching the individual to take out the bread until this step is mastered, then on taking out the baloney, etc. Following the completion of each step, some reward (reinforcer) is provided for completion. In backward chaining, the last step in the chain is taught first (e.g., placing the second piece of bread on top of the baloney). Once learned, the second to last step is taught (e.g., spreading mustard on the baloney) followed by the last step. Then the third to last step is taught, etc. The potential advantage of backward chaining is that the learner always “knows” what the next step is whenever a new step is learned. In total task (or whole task) presentation, a child is guided or prompted through the entire behavior chain without requiring that each step is learned before proceeding to the next. As the child learns each step, the guidance or prompting is removed.

Research Summary: Behavior chains are well-established learning procedures and research evidence supports the use of all behavior chain procedures with children with autism. These procedures have been applied successfully to teach skills such as vocational tasks, and activities of daily living. Additional recent research in the use of behavior chains can be found in the area of activity schedules (see earlier entry).

Recommendations: Behavior chains are effective procedures for teaching children with autism a variety of multi-step skills, including self-help activities, vocational skills, and communication.

Selected References

Selected scientific studies

Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis, 4 , 89-99.

Frank, A. R., Wacker, D. P., Berg, W. K., & McMahon, C. M. (1985). Teaching selected microcomputer skills to retarded students via picture prompts.  Journal of Applied Behavior Analysis, 18 , 179-185.

Griffen, A. K., Wolery, M., & Schuster, J. W. (1992). Triadic instruction of chained food preparation responses: Acquisition and observational learning.  Journal of Applied Behavior Analysis, 25 , 193-204.

Pelios, L. V., MacDuff, G. S., & Axelrod, S. (2003). The effects of a treatment package in establishing independent academic work skills in children with autism.  Education and Treatment of Children, 26 , 1-21.

Suggested Pages What is autism? Get the facts Heard about a treatment? Find out the scientific community’s view about it Child newly diagnosed? See our packet for new parents What does the research say? Read our research summaries Want to understand how to weigh the evidence? Make sense of autism treatments What do other professional groups have to say about specific treatments? Read task force findings How do you tell the difference between something that works and something that doesn’t? Become a savvy consumer Want to hear what leaders in the field of autism have to say? Read the interviews section Question about specific issues? Ask a professional Looking for a newsletter to keep you up to date? Read our latest newsletter  

• Behavior Chaining

Written by Jack Levinson

If you are an Applied Behavior Analysis (ABA) practitioner or a newcomer to the field of behavior intervention, it’s possible you have heard of behavior chaining. This is a popular form of ABA treatment that has been shown to greatly help those with autism acclimate to expectations and learn to independently perform the functions expected of us throughout the day.

There are different types of behavior chaining lessons, and many ABA therapists incorporate all or several of them into their practices. To learn more about behavior chaining examples and uses, read on.

What is Behavior Chaining?

Though you may not have known the name for it, behavior chaining is a regular part of your life. Throughout the day we perform tasks, many of which have multiple steps, with each new one being contingent upon the last. When linked together to form a completed action, the series of tasks in a behavior chain are called a terminal behavior .

For some people, behavior chaining is a major source of frustration and alienation. It can be difficult for those with autism to intuitively pick up on the expectations that wordlessly define many of our day to day functions. For this reason, ABA professionals have developed behavior chaining techniques to help teach those with autism how to approach the tasks that will recur throughout their days.

In addition to teaching new skills and behaviors, behavior chaining can be used to help students reform their abilities in areas where they are having problems. By strengthening a student’s understanding of how to successfully complete a behavior chain and by using positive reinforcement to encourage correct actions, ABA therapists can make a world of difference in turning someone’s behavior around.

How Behavior Chaining Works

In order to teach a behavior chain, an ABA therapist must break down a terminal behavior into component steps. This is known as a task analysis or behavior chain analysis . Take, for example, putting on socks and shoes. This action contains the following steps:

• Put a sock on one foot.
• Put a sock on the other foot.
• Put a shoe on one foot.
• Secure that shoe in whatever way it is meant to be fastened (tied, velcroed, buckled, etc).
• Put the remaining shoe on the other foot.
• Secure that shoe.

(In fact, a task analysis could break this down into even further steps – finding the matching socks and shoes in the first place, identifying which hand is supposed to be used for each task, etc., but the simplification above gives a sense of how this process works.)

Every person’s day features numerous behavior chains, from brushing your teeth to getting dressed to going to the bathroom. Most of us don’t tend to think about the different steps required to complete these tasks because they have become nearly unconscious processes that we take as a given. However, breaking them down in this way helps us see how complex the activities are that we perform in our day to day lives.

Using task analyses like the one demonstrated above is a crucial part of behavior chaining as taught by ABA specialists. To learn how ABA practitioners incorporate task analysis into their behavioral intervention procedures, take a look at the next section.

Behavior Chaining Examples

There are three prominent types of behavior chaining that each use task analyses as the basis to teach common actions and routines. They are forward chaining, backward chaining, and total task presentation, and all three are typically used with a single ABA therapy patient. The difference between them has to do with the order in which a student is expected to gain mastery of each step.

Forward Chaining ABA Techniques

The forward chaining method is perhaps the most intuitive, and the one most similar to how behaviors are typically introduced to young people. With this method, a person is shown how to complete an action step by step, gaining mastery of each step in chronological order.

To return to the example of socks and shoes, this would mean teaching the first step(s) of putting on one’s socks to mastery and providing assistance in learning how to put on one’s shoes in the meantime. Once someone had perfected the task of putting their socks on, the ABA therapist could move on to focus on the shoes, teaching each next step of the process to mastery.

By working in this way, daunting compound tasks become more approachable, allowing patients to acclimate to each part of the process as they learn how to do the whole thing.

Backward Chaining ABA Techniques

Backward chaining similarly employs a task analysis breakdown of a behavior’s component steps, but this time, mastery is taught in reverse. Here putting on one’s shoes may not be the best example, as the most complicated step (fastening the shoes) is often the most complicated, so we can turn to the example of tying one’s hair in a bun. Here are the different tasks associated with that action:

• Comb your hair, untangling any knots.
• Pull the hair into a ponytail at the back of the head.
• Twist the hair, spiraling it into a bun.
• Tie the hair with an elastic band.

A backward chaining approach would walk a student through all four steps, with the ABA therapist providing assistance all the way through step four. Then this last step – tying the hair with elastic – would be the first focus, with the therapist overseeing the student’s learning process through mastery. Once the student demonstrated that they could successfully secure the bun with a hair tie, the ABA practitioner could begin the process again, focusing now on step three until the patient had learned it to mastery.

While to some, backward chaining may seem somewhat counterintuitive, it is shown to benefit students by providing a feeling of security. In knowing the next step of the routine that they are being taught, students can feel less pressure and are able to continue to build skill as they practice the parts of the behavior chain that they have already mastered.

Total Task Presentation

In the total task presentation model, students are taught all of the steps of a behavior chain at once, with each one being isolated and taught to mastery as they go.

When ABA therapists use the total task presentation technique, they often use a hierarchy of prompts for assistance, working from the most involved prompts – which tend to be verbal and can even involve partially aiding the student in completing the task – to the least involved – such as hand gestures and other cues that remind students what’s next while allowing them to fill in the blanks – until they can complete the task without any assistance.

For example, brushing one’s teeth is a frequent behavior chain that is taught by ABA therapists. The (simplified) component tasks of this terminal behavior are the following:

• Opening toothpaste tube.
• Putting small amount of toothpaste on the toothbrush.
• Turning on sink with water on low so that it is not too high-pressure.
• Placing toothbrush under tap to wet its bristles.
• Turn off sink.
• Place toothbrush in mouth.
• Brush teeth. (A more extensive task analysis would outline each part of the mouth that you are expected to brush.)
• Spit out toothpaste into sink.
• Gargle water or mouthwash to rinse out mouth.
• Spit water or mouthwash into sink.
• Rinse toothbrush in sink.

Using a total task presentation model, an ABA therapist would start by teaching this lesson thoroughly, using verbal prompts to walk a student through each of these steps until they had reached a point of understanding each one. Then they would begin again, switching to a lower (that is, less-involved) rung of their hierarchy of prompts to allow the student to perform it again with less and less assistance, with simple prompts like hand gestures being used if need be to help them remember what to do next. Eventually, the student should be able to complete the task with now prompting at all.

Behavior Chain Analysis

When a student is learning about behavior chains due to misbehaving – either by failing to complete a given action correctly or through gestures of defiance, such as tantrums or refusal to see the action through – an ABA specialist often performs a behavior chain analysis. This involves creating a task analysis like the step-by-step guides listed above to see where in the process the student went wrong.

One of the reasons ABA therapists perform behavior chain analysis is that oftentimes patients who struggle to complete a given task have their own recurring behavior patterns that will reappear each time they attempt to perform the action. By recognizing that a particular step is confusing a student, causing them discomfort, or is in some other way a trigger for uncooperative behavior, an ABA therapist can either help them learn the tasks they need to know or help them devise a new way to approach that action so that they can avoid the step that was causing them to struggle with that task.

Behavior Chaining Worksheet Ideas

When performing a behavior chaining analysis, it can be helpful to bring your patient into the conversation as well through worksheets that also help remind them of the course of actions they’ve been taught.

In a behavior chaining worksheet, patients are typically asked to list the steps of the behavior chain that they are learning. There is also often room for students to reflect on where they are misbehaving, doing some of the work of ABA professionals themselves by observing the way they have previously been behaving and examining where it might be coming from.

Some keywords used on behavior chaining worksheets are the following:

• Prompting event: the task or situation that causes a patient to feel uncomfortable, leading them to misbehave
• Vulnerability: the feeling that leads a patient to misbehave, whether caused by a task in the behavior chain or an earlier incident in the day
• Consequence: the negative outcome of misbehaving
• Body sensations: how a student feels physically while performing a behavior chain, in particular when they are experiencing a moment of vulnerability

By working through these concepts directly with a patient, an ABA therapist is empowering them to reflect on their own behaviors and see how they might strive to reform their actions moving forward.

Taking the Next Steps to Become an ABA Therapist

If learning about behavior chaining makes you feel inspired to take the next steps toward becoming an ABA therapist, you’ve come to the right place. Our guide to becoming an ABA therapist will show you every step it takes to start the career you want. To learn more about the different career paths of licensed ABA practitioners, see our career overview here .

There are also career paths related to the field of ABA that are not therapist roles, many of them in the world of education. To learn more about jobs related to Applied Behavior Analysis, take a look at our guide here .

Finally, for an index of everything you need to know about behavior intervention and the life of an ABA therapist, visit our homepage here .

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How to Use Chaining with a Task Analysis

• October 19, 2018 November 23, 2020

One of the greatest tools in our toolbox is the ability to break down larger skills into smaller, more attainable steps (and then reinforce each step along the way!).   There is a lot that can be accomplished through this Task Analysis teaching method, especially in the area of self-help and independence.

What is a Task Analysis?

A task analysis is created by breaking down complex tasks into a sequence of smaller steps. For example, brushing teeth would be broken down into all the steps involved (eg: get toothbrush, rinse toothbrush, put on toothpaste, etc). Instead of presenting the entire, complex task, each individual step is taught using chaining procedures.

How to Create a Task Analysis

The best way to create a task analysis is to do the task! If you’re teaching a student to wash his hands, wash your hands and record each step you perform in the process. Be specific! Make sure that it’s individualized to your student and location. For example, some bathrooms have paper towels for drying hands and some have air dryers – incorporate the one your student will encounter.

Example of a task analysis

Be Flexible

Try it out with your student and be prepared to make changes. I had a student who didn’t rinse his toothbrush before putting toothpaste on it even though it was a step in the chain. It wasn’t really worth re-teaching because he was independent with the steps so we changed the task analysis to reflect his preference.

Once the task analysis is created, we can use forward chaining or backwards chaining to teach each step.

Forward Chaining

This process is when the first step of the chain is completed by the learner and the rest of the steps are either not completed or prompted through. This is a great tool for situations that a student may need to be desensitized towards, like haircuts or the dentist.  For example, before a students first trip to the dentist, we would teach her to tolerate only lying down in the “dentist” chair. Once she can do that successfully (i.e., without protesting), we would have her lie down AND put on a dental bib.  Very slowly, we are adding steps onto the sequence as she is tolerating them.  By breaking it down into smaller steps and systematically introducing each step, the student is able to feel successful and gets a lot of practice opportunities before the real deal. As the student masters (or tolerates) the first step, subsequent steps are introduced in order.

Backwards Chaining

During backwards chaining, the learner only completes the last step. She can be prompted through the previous steps or not expected to complete them at all. Once she reaches mastery with the last step, the second last step is introduced and then the third last step, etc. We often use backwards chaining when teaching hand washing. At first, the learner is taught to complete the last step of the process (i.e., throw out the paper towel) and once that is independent, she is taught to wipe her hands and then throw out the paper towel, etc.

Other Uses for a Task Analysis

We’ve taught many life skills through the use of a task analysis – anything from playing a board game to a morning routine to going to the dentist. Breaking down the larger tasks also helps up see where our student might be struggling and what areas need to be worked on. Maybe the student isn’t able to squeeze the toothpaste and that is what is holding back his independence. We can put in a separate program to teach this skill and hopefully increase his chances of mastering it in the task analysis. We are all about promoting independence for our learners and a task analysis is a great way to do so!

Check out our YouTube Video on Life Skills – Chaining here!

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Task Analysis in ABA Therapy: Strategies and Examples

Master task analysis in ABA therapy with powerful strategies and real-life examples. Enhance progress today!

Understanding Task Analysis in ABA Therapy

Task analysis plays a crucial role in Applied Behavior Analysis (ABA) therapy, a widely recognized approach for individuals with developmental disabilities. In this section, we will explore what task analysis is and why it is important in ABA therapy.

What is Task Analysis?

Task analysis is a systematic process that involves breaking down complex skills or tasks into smaller, more manageable steps. It provides a clear and organized structure for teaching new skills to individuals with developmental disabilities. By breaking down tasks into smaller components, task analysis allows for a systematic and sequential approach to learning.

ABA therapists use task analysis to teach a wide range of skills, including daily living skills, communication and language skills, academic skills, and social skills. The individualized nature of task analysis allows therapists to tailor their teaching strategies to the unique needs and abilities of each learner.

Importance of Task Analysis in ABA Therapy

Task analysis is a fundamental component of ABA therapy due to its numerous benefits. It enhances the learning process by providing a clear roadmap for individuals with developmental disabilities to acquire new skills. Here are some key reasons why task analysis is important in ABA therapy:

• Skill Acquisition: Task analysis breaks down complex skills into smaller, achievable steps, making it easier for individuals to learn and master new skills. By teaching one step at a time, individuals can build a solid foundation and gradually progress to more complex tasks.
• Error Reduction: Task analysis helps to minimize errors by breaking tasks into manageable steps. By focusing on one step at a time, individuals can concentrate on mastering each step before moving on to the next. This reduces frustration and increases the likelihood of success.
• Task Independence: Task analysis promotes independence by teaching individuals to complete tasks on their own. By breaking down tasks into smaller steps, individuals can learn each component independently, gradually reducing the need for prompts or assistance.
• Generalization: Task analysis facilitates generalization, allowing individuals to apply skills learned in one context to other settings. By teaching each step explicitly and systematically, individuals can better understand how to transfer their skills to different situations.
• Data Collection and Progress Monitoring: Task analysis provides a structured framework for data collection and progress monitoring. Therapists can track the learner's performance on each step, identify areas of strength and areas that require further instruction, and make data-driven decisions to guide the therapy process.

In summary, task analysis is an invaluable tool in ABA therapy. It breaks down complex skills into manageable steps, promotes skill acquisition, reduces errors, fosters independence, facilitates generalization, and enables effective data collection and progress monitoring. By implementing task analysis in ABA therapy, therapists can enhance the learning experience and empower individuals with developmental disabilities to reach their full potential.

Strategies for Task Analysis

In ABA therapy, task analysis is a valuable tool for breaking down complex skills into manageable steps. Here are three effective strategies commonly used in task analysis:

Breaking Down Complex Tasks

Breaking down complex tasks into smaller, more manageable steps is a fundamental strategy in task analysis. By deconstructing a skill or behavior into its component parts, individuals receiving ABA therapy can learn and practice each step before moving on to the next. This approach allows for a systematic and structured learning process.

For example, if the target skill is brushing teeth, the complex task can be broken down into the following steps:

‍ Wet the toothbrush

Apply toothpaste

Brush the upper teeth

Brush the lower teeth

Rinse the toothbrush

Spit out the toothpaste

Rinse the mouth

Breaking down complex tasks enables therapists and individuals to focus on specific skills, provide targeted instruction, and ensure mastery before progressing to the next step.

Sequencing Steps

Sequencing steps is another critical aspect of task analysis in ABA therapy . It involves arranging the steps of a task in a logical order to promote efficient and effective skill acquisition. Proper sequencing ensures that individuals understand the proper sequence of actions required to complete a task successfully.

For instance, in the task of making a sandwich, the steps would be sequenced as follows:

• Take two slices of bread.
• Spread condiments on one slice.
• Place desired fillings on the condiment-covered slice.
• Place the second slice of bread on top.
• Cut the sandwich into halves or quarters.

By following the correct sequence, individuals can learn to complete tasks independently and consistently.

Providing Visual Supports

Visual supports play a crucial role in task analysis within ABA therapy. Visual aids, such as written instructions, pictures, or visual schedules, provide individuals with visual cues to reinforce understanding and promote independence.

Visual supports can be particularly beneficial for individuals who have difficulty processing auditory information or have limited language skills. By visually representing each step of a task, individuals can refer to the visual supports to guide their actions.

For example, a visual schedule for morning routines may include pictures or icons representing each step, such as brushing teeth, getting dressed, and eating breakfast. The visual supports serve as a reminder of the sequence and help individuals navigate through the tasks independently.

By using strategies like breaking down complex tasks, sequencing steps, and providing visual supports, ABA therapists can effectively teach and reinforce skills in individuals receiving therapy. These strategies promote learning, independence, and the acquisition of new skills in a systematic and structured manner.

Examples of Task Analysis in ABA Therapy

Task analysis is a valuable tool used in Applied Behavior Analysis (ABA) therapy to break down complex skills into smaller, more manageable steps. By breaking tasks into sequential steps, individuals with developmental disabilities can learn and acquire new skills effectively. Here are some examples of how task analysis is applied in ABA therapy across different domains:

Daily Living Skills

Daily living skills refer to the essential activities that individuals need to perform in their everyday lives. Task analysis is commonly used to teach and reinforce these skills, enabling individuals to gain independence and enhance their quality of life. Some examples of daily living skills that can be targeted using task analysis in ABA therapy include:

Communication and Language Skills

Task analysis plays a crucial role in teaching communication and language skills to individuals with communication impairments. By breaking down language tasks into smaller steps, individuals can learn and practice effective communication strategies. Some examples of communication and language skills that can be targeted using task analysis in ABA therapy include:

Play and Social Skills

Task analysis is instrumental in teaching play and social skills to individuals with autism and other developmental disabilities. By breaking down social interactions and play activities into smaller components, individuals can learn the necessary skills to engage with peers and participate in social situations. Some examples of play and social skills that can be targeted using task analysis in ABA therapy include:

Task analysis is a versatile and effective approach to teaching a wide range of skills in ABA therapy. By breaking down tasks into manageable steps, individuals can acquire new abilities and enhance their overall functioning. These examples demonstrate the practical application of task analysis in various domains, promoting skill development and independence.

Implementing Task Analysis in ABA Therapy

When it comes to implementing task analysis in ABA therapy, several key strategies and approaches can be employed to maximize its effectiveness. ABA therapists recognize the importance of tailoring interventions to meet the individual needs of each client. Additionally, data collection and progress monitoring are essential for tracking the client's progress and making necessary adjustments. Reinforcement and generalization strategies are also employed to ensure that the skills learned through task analysis are generalized to various settings and situations.

Individualized Approach

An individualized approach is fundamental in ABA therapy when implementing task analysis. Each client has unique strengths, abilities, and challenges. ABA therapists conduct thorough assessments to identify specific skills that need to be targeted for intervention. By taking into account the client's current abilities and individual goals, therapists can design task analysis strategies that are tailored to their specific needs.

Data Collection and Progress Monitoring

Data collection and progress monitoring play a crucial role in ABA therapy. ABA therapists use various methods to collect data, such as direct observation, checklists, and rating scales. By consistently collecting data, therapists can track the client's progress and evaluate the effectiveness of the task analysis interventions. This data-driven approach allows therapists to make data-based decisions and modify the intervention strategies as needed to ensure continued progress.

Reinforcement and Generalization

Reinforcement is a key component of ABA therapy and is used during task analysis to motivate and reinforce desired behaviors. ABA therapists identify and utilize reinforcers that are meaningful to the individual client, such as praise, tokens, or preferred activities. By providing reinforcement for successfully completing each step of the task analysis, therapists help to reinforce the acquisition and maintenance of targeted skills.

Generalization is another critical aspect of implementing task analysis in ABA therapy. Generalization refers to the ability to apply learned skills in different environments, with various people, and in diverse situations. ABA therapists carefully plan and incorporate generalization strategies to promote the transfer of skills learned through task analysis to real-life settings. These strategies may include practicing skills in different environments, gradually fading prompts, and promoting independence.

By implementing an individualized approach, collecting data to monitor progress, and employing reinforcement and generalization strategies, ABA therapists can effectively utilize task analysis in therapy sessions. This comprehensive approach ensures that clients receive tailored interventions, progress is tracked systematically, and skills learned through task analysis are generalized to real-life situations.

Task analysis is a powerful and effective tool in ABA therapy that helps individuals with developmental disabilities acquire new skills, reduce errors, promote independence, facilitate generalization, and enable data-driven decisions. By breaking down complex tasks into manageable steps, task analysis provides a structured framework for ABA therapists to teach and reinforce a wide range of skills across different domains.

This article has explored the strategies for task analysis in ABA therapy, including breaking down complex tasks, sequencing steps, and providing visual supports. It has also provided examples of how task analysis can be applied in ABA therapy across different domains such as daily living skills, communication and language skills, and play and social skills.

Implementing task analysis in ABA therapy requires an individualized approach that takes into account the unique needs of each client. Data collection and progress monitoring are essential for tracking progress and making necessary adjustments while reinforcement and generalization strategies ensure that the acquired skills are generalized to real-life situations.

In conclusion, task analysis is a valuable tool in ABA therapy that promotes skill acquisition, reduces errors, fosters independence, facilitates generalization, enables effective data collection and progress monitoring. By implementing the strategies outlined in this article and tailoring interventions to meet the individual needs of each client, ABA therapists can enhance the learning experience for individuals with developmental disabilities and empower them to reach their full potential.

• https://www.iidc.indiana.edu/irca/articles/applied-behavior-analysis.html
• https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/TaskAnalyis_Steps_0.pdf
• https://online.regiscollege.edu/blog/task-analysis/#:~:text=Task%20analysis%20relies%20on%20%E2%80%9Cdiscrete,yet%20achieved%20the%20end%20goal.

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What Is “Chaining” And How Is It Used In ABA Therapy?

Applied Behavior Analysis (ABA) therapy uses a variety of techniques to teach individuals with autism new skills. ABA focuses on understanding, teaching, and modifying behaviors – which means some ABA strategies can be used to teach many different skills. “Chaining” is an evidence-based technique that’s often used during ABA therapy to teach a variety of skills, from handwashing to teaching more complex independent living skills .

Related: How Successful Is ABA Therapy?

What is chaining.

Chaining is rooted in Applied Behavior Analysis (ABA) therapy theory. Essentially, it is an instructional strategy that relies on task analysis. It involves breaking down a task into individual steps, recognized as prerequisites for mastering the task. Each step is then taught separately within the sequence to facilitate learning. Examples of chaining during ABA therapy might include the mini-tasks involved in washing your hands:

• Turning the sink on
• Adjusting the temperature of the water
• Dampening your hands
• Pressing down on the soap dispenser
• Collecting soap into your hand
• Scrubbing your hands with soap
• Washing off the soap
• Drying your hands

When ABA therapy practitioners use chaining, individuals with autism will learn a behavior one mini-task at a time. Once one step becomes natural, they’ll move on to another step in the chain. As the individual becomes comfortable with each mini-task, new parts of the behavior will be linked or “chained” together until they master the entire behavior.

How Does Chaining Work?

When preparing to use chaining, your Trumpet Behavioral Health therapy team will complete a task analysis. During this analysis, your Board Certified Behavior Analyst (BCBA) will break down the ideal behavior into small, teachable units like the example above.

There are several main chaining techniques used during ABA therapy, including forward chaining , backward chaining , and total task chaining . The technique your ABA therapy team chooses to use to teach a certain skill depends on your child’s needs, goals, and the behavior they’re learning.

Forward Chaining :

Forward chaining entails instructing the learner to initially accomplish solely the first step of the task analysis, with independence required only for that specific step to earn a reinforcer.

Using our example, a child would first learn how to turn on the sink. Every time they correctly turn on the sink, reinforcement will be provided. After the child completes this first step consistently and accurately, they’ll move on to the second step in the chain.

Backward Chaining: 

The backward chaining method follows a similar process to forward chaining but in reverse order. In this approach, instruction begins from the last step of the task and progresses backward towards the initial step. This strategy is employed when it is more effective to teach a child a task starting from the last step rather than the beginning. This requires the training team, parent, or another individual to complete all the steps of the chain except for the final skill.

In our example, the therapy team would provide hands-on support for steps 1-7 and ask the individual to complete step #8. After the last step is mastered, your child will continue learning new steps in backward order. The focus of backward chaining is to help your child finish the task successfully. This can help them overcome more difficult challenges by providing a sense of achievement.

Total Task Chaining:

Total task chaining involves completing the entire sequence and receiving reinforcement at its conclusion. It’s suitable when the learner possesses the necessary skills and doesn’t require numerous trials based on prior knowledge.

Based on our example, if a child with autism was able to complete most of the tasks but struggled with turning on the water and pumping soap, the therapy team would provide support for only those steps.

Examples of Chaining in ABA Therapy

There are many applications for chaining that our clients use in day-to-day life. A few other examples include:

• Brushing teeth
• Baking cookies
• Making a bed
• Getting dressed
• Doing a puzzle
• Writing a letter

At Trumpet Behavioral Health , we use evidence-based methods to help children with autism live life to their fullest. Contact us or find an ABA therapy center near you to learn more about how we can support your family today!

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Task Analysis and Chaining

What is task analysis.

Task analysis involves breaking complex tasks into simpler steps. This can be done by observing someone complete a task, consulting experts, or performing the skill yourself and documenting each step. It is important to consider the age and abilities of the person who will be learning the skill, in order to develop an appropriate task analysis.

Here is an example of a task analysis for washing hands:

• Turn on tap
• Put hands under water
• Rinse hands
• Turn off tap

What is chaining?

After the task analysis has been done, chaining procedures will be used to teach the skill. There are different types of chaining procedures, some of which are better for teaching different skills or for diverse learners.

• For example, your child must learn to turn on the tap before being expected to put their hands under the water, so this first step will be targeted and use prompt fading. After they have mastered turning on the tap, they will learn to put their hands under the water independently.
• For example, your child would first learn to independently dry their hands, before we taught them to turn off the tap. After mastering drying hands, they will learn to turn off the tap independently.
• For example, if it was challenging for your child to turn on the tap and get soap, but they were able to do the other steps, these specific steps would be taught using a prompt fading system.

What about reinforcement?

Just with teaching any skill, reinforcement is key! Within a chain of behaviours, each step acts as a cue for the next behaviour (i.e., turning on the tap cues the individual to put their hands under the water) and a reinforcer for the previous behaviour (i.e., putting their hands under the water reinforces turning on the tap).

We also want to reinforce the completion of the chain, making sure to praise them for completing the target steps and provide access to something they love!

What behaviours can task analysis and chaining be used for?

Most complex, multi-step behaviours can be task analyzed and chained. Some examples include:

• Brushing teeth
• Getting dressed
• Riding a bike
• Making the bed
• Making breakfast
• Packing a backpack

As Board Certified Behaviour Analysts, we use task analysis and chaining when working with your child and we can teach you to do the same! Reach out to your consulting team to learn more about this teaching strategy.

Disclaimer: Photos of children are either of former clients, current clients or have never been clients of Family Centred Practices Group. Client photos should not be reused and are used on this website with informed consent of the parent and/or legal guardian.

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Task Analysis in Applied Behavior Analysis (ABA) Therapy: Strategies and Examples

June 30, 2023

View all blog posts under Articles | View all blog posts under Master of Science in Applied Behavior Analysis

Autism Spectrum Disorder (ASD) is defined by the American Psychiatric Foundation as “a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors.” There is a wide range of effects and severity of symptoms experienced by people who are diagnosed with ASD.

The U.S. Centers for Disease Control and Prevention estimates that autism spectrum disorders are present in 1 in 59 children. ASD is about four times as prevalent in boys than in girls, with 1 in 37 boys diagnosed as having ASD, compared to 1 in 151 girls.

The most popular treatment for children with autism spectrum disorder is applied behavior analysis (ABA), which the Association for Science in Autism Treatment describes as the use of interventions to improve “socially important behavior.” Behavior analytic interventions are based on learning theory and methods that have been studied scientifically and shown to be effective in improving the lives of people with autism spectrum disorders.

The antecedent-behavior-consequence (ABC) method of assessing functional behavior can be combined with an intervention such as task analysis as the basis for effective interventions in children with autism spectrum disorder. These types of assessments and interventions work to “increase appropriate skills and decreas[e] maladaptive behaviors,” as Psych Central reports. The goal of a task analysis is to break down and simplify complex tasks in order to provide step-by-step guidance on how to complete specific behaviors. This guide describes several specific task analysis techniques and presents examples of their application in diverse settings.

What Is Task Analysis?

The National Professional Development Center on Autism Spectrum Disorders defines task analysis as a teaching process that breaks down complex activities into a series of simple steps that students are able to learn more easily. Researchers have shown that task analysis meets the criteria for evidence-based practice by improving adoption of “appropriate behaviors and communication skills” by children in preschool, elementary school, and middle school.

Task analysis techniques fall into two broad categories, as the Autism Classroom blog explains:

• The desired skill can be broken into discrete steps that are performed in sequence, such as the appropriate way to wash one’s hands. The steps are linked via “chaining,” which signals the completion of each step as a cue to begin the next step.
• Alternatively, a task can be divided into short chunks of time, so a 20-minute activity may be broken into five four-minute segments. This approach is frequently associated with “shaping,” which teaches new behaviors by reinforcing “successive approximations” of the behavior rather than repeating previous approximations, as the Association for Science in Autism Treatment explains.

However, a simple definition of what task analysis is doesn’t explain why the approach has become so important in educating children with ASD. Three characteristics are vital to the success of task analysis as a teaching method:

• Consistency: If three different people demonstrate to a student how to perform a specific activity, such as brushing teeth, the student will likely be shown three different methods, because each “teacher” performs the activity in a unique way. This can leave the student confused. Task analysis ensures that a single approach is presented and reinforced in all learning situations.
• Individualization: Each student has unique strengths and weaknesses, so task analysis methods can be customized to meet the student’s specific circumstances. For example, when teaching a student to remain in a group for 20 minutes via shaping, the task increments can be varied to the abilities of the student, with some responding best to two-minute chunks and others to five-minute blocks.
• Systematic instruction: One challenge students with ASD face is dealing with the many variables that complicate learning. Task analysis relies on “discrete trial programs” that divide activities into small steps that culminate in the end goal. For example, students who have learned four of the eight steps entailed in tying their shoes have successfully mastered those four steps, although they have not yet achieved the end goal.

The task analysis technique of chaining has two primary components, as ThoughtCo. explains:

• Forward chaining relies on the student learning from the start of the task sequence through each step of the task in sequence, so step two begins only after step one is completed. Each step is first modeled by the instructor and then imitated by the student, although some students will require hand-over-hand prompting followed by “fading” of the prompt as the student exhibits increasing mastery of the step.
• Backward chaining begins by teaching the student the last step of the task, first by having the student observe the teacher and then by having the student assist the teacher. After the last step has been grasped (though not yet perfected), the instructor turns to the second-to-last step of the process and continues backward to the initial steps. An example is learning to do laundry: the student is first taught how to remove the clothes from the dryer and fold them, then how to transfer the clothes from the washer to the dryer, and all preceding steps in the process one-by-one in reverse order.

Other effective task analysis techniques include these two approaches:

• Discrete trial instruction: The teacher gives the student a short, clear instruction and provides a prompt to help the student complete the instruction, whether by modeling the target response or guiding the student’s own response. As the student progresses, the prompt is removed gradually. When the student responds accurately, the teacher offers immediate positive feedback; when the student’s response is incorrect, the teacher demonstrates or guides the student to perform the correct response.
• Modeling: The student is shown the target behavior and is then instructed to imitate that behavior. Modeling has proven effective in teaching social, play, and self-help skills.

What Is the Purpose of Task Analysis?

The goal of applied behavior analysis is to help people with ASD learn the fundamental skills that will allow them to lead independent lives. Task analysis is one of several methods used by applied behavior analysts to understand and modify a person’s behavior.

The Autism Classroom describes task analysis as both “unexciting” and “critical to systematic instruction.” The advantages of task analysis over other ABA approaches are explained by Autism Speaks:

• Task analysis is easy to adapt to the needs of each individual learner.
• The techniques can be applied in multiple settings, including classrooms, homes, and the community.
• The skills taught via task analysis are practical in the student’s everyday life.
• Task analysis can be used in one-on-one instruction and in group settings.

When preparing an ABA program for a student, applied behavior analysts begin by assessing the student’s skills, as well as the goals and preferences of the student and the student’s family. Age appropriate skills evaluated in the initial assessment serve as the foundation for the student’s specific treatment goals. These skills include the following:

• Communication and language skills
• Social interaction
• Self-help (hygiene, healthy living, etc.)
• Play and relaxation activities
• Motor skills
• Academic skills

The primary use of task analysis in ABA settings is to teach activities for daily living (ADLs), as Total Spectrum explains. ADLs are actions that most people complete on a daily basis, such as setting a table for dinner or purchasing an item and asking for change. For people with autism spectrum disorder, however, these skills are especially important as  these types of activities serve as the foundation for their independence.

Individuals with autism spectrum disorder gain a better understanding of basic living skills by focusing on the mastery of individual steps in a complex process. Task analysis can be applied to any process that can be broken into multiple steps. Once the steps have been identified and the directions created, instructors devise a learning plan that is customized to the needs and goals of the student. The instruction often relies heavily on visual support tools, such as cards, small replicas of objects, or the objects themselves.

In addition to helping the student with autism spectrum disorder, task analysis can improve the quality of life for all family members. Strong skills in communication, interpersonal relations, and social interactions help enable people with ASD to lead successful, independent lives. Autism Speaks outlines the purpose of task analysis and the many ways task analysis and other ABA approaches benefit individuals with ASD, their families, and their communities:

• Task analysis replaces problem behaviors with new skills, so students learn “what to do” rather than simply “what to stop doing.”
• Reinforcement increases on-task positive behaviors and minimizes negative behaviors.
• Tasks that teach self-monitoring and self-control engender skills that are easily transferred to social and job-related capabilities.
• Responding positively to a student’s behavior prevents unintentionally rewarding problem behavior.
• Students are better able to focus on and comply with specific tasks, which motivates them to perform.
• By improving cognitive skills, the tasks make it easier for students to learn other academic subjects.
• Learning appropriate behaviors in specific situations helps students generalize skills and apply them outside the classroom.

Demonstrating the Task Analysis for Brushing Teeth

Teeth brushing is a daily routine for dental hygiene that most adults perform with little conscious thought, but it is an example of an activity that can be challenging for children with autism spectrum disorder. Behavioral Health Works describes the task analysis for brushing teeth. The teaching begins by reinforcing the reason for the activity: to have clean, healthy teeth.

The next steps may seem intuitive to adults, but the process can be formidable for children who have never brushed their teeth themselves and may fear the sensory components of teeth brushing or making a mistake. By dividing the task into a sequence of discrete actions, children are more confident that they can perform each subtask correctly. Task analysis has been shown to teach these types of skills much more quickly than alternative instruction methods.

Few adults would guess that the relatively simple act of brushing one’s teeth is comprised of at least 18 separate operations:

• Pick up the toothbrush.
• Turn on the water tap.
• Wash and rinse the toothbrush.
• Turn off the water.
• Pick up the toothpaste tube.
• Remove the cap from the tube.
• Place a dab of toothpaste on the bristles of the toothbrush.
• Put the cap back on the tube of toothpaste.
• Use the bristle end of the brush to scrub all of the teeth gently. (This step may need to be broken into several subtasks, such as, “Start brushing the teeth in the top left corner of your mouth, then brush the top center, then the top right, then the bottom right,” etc.)
• After brushing all the teeth, spit the toothpaste into the sink.
• Turn on the water.
• Rinse off the toothbrush.
• Place the toothbrush back into its holder.
• Pick up a rinsing cup.
• Fill it partially with water.
• Rinse the mouth with water from the cup.
• Spit the water into the sink.

By breaking down the task into smaller activities, students are less likely to feel overwhelmed by the overall objective. However, students with ASD will likely need to master one or two of the steps at a time and then link the separate activities using either forward chaining or backward chaining, as ThoughtCo. describes:

• For students who are able to learn multiple steps at one time, forward chaining can be used to link the steps in the proper sequence via modeling and verbal prompts. Once the student demonstrates mastery of the first few linked steps without guidance, the next linked steps of the task can be taught.
• For students who lack strong language skills, backward chaining allows the teacher to perform the initial steps hand over hand while naming each step. This gives the student an opportunity to practice each step while simultaneously learning the corresponding vocabulary. Prompting is removed as the last steps of the process are taught, but reinforcement continues until the student has mastered the entire task.

The task analysis for brushing teeth can be facilitated by creating a visual schedule that indicates when the student has completed each step. The student can review the visual schedule before beginning the task, or the schedule can be placed on the counter so the student can refer to it as each step is performed.

Demonstrating the Task Analysis for Washing Hands

One of the simplest and most effective ways to prevent illness — in oneself and in others — is by washing one’s hands. The CDC recommends that people wash their hands frequently each day:

• Before and after preparing food
• Before eating
• Before and after treating a cut or wound
• After using the bathroom
• After blowing the nose, coughing, or sneezing
• After touching an animal, animal feed, or animal waste
• After handling pet food or pet treats
• After touching garbage

The CDC divides hand washing into five separate operations:

• Wet the hands with clean running water, turn off the tap, and apply soap.
• Rub the hands together with the soap to create a lather that covers the front and back of the hands and goes between the fingers and under the fingernails.
• Scrub the hands for a minimum of 20 seconds.
• Thoroughly rinse the hands under clean running water and then turn off the tap.
• Dry the hands using a clean towel or air dryer.

However, the task analysis for washing hands breaks down the process into several more discrete steps, as the New Behavioral Network describes:

• Stand in front of the sink.
• Run the water over the hands thoroughly.
• Apply soap to the hands.
• Scrub the hands for 20 seconds.
• Turn the water back on.
• Rinse the soap off the hands thoroughly.
• Dry the hands.

As with the task analysis for teeth brushing, breaking down the complexities of such basic hygiene tasks into smaller pieces helps individuals with autism spectrum disorder to build a chain of learning that completes the overall task when the separate steps are linked together. The forward and backward chaining taught as part of these exercises can be transferred to other social and employment situations.

A Look at Other Task Analysis Examples

The range of applications for task analysis in ABA therapy is limited only by the imagination of teachers and the needs of students.

• Accessible ABA highlights the many ways chaining can be combined with task analysis to teach students with autism spectrum disorder using the methods that are most effective for the way these students learn. A task analysis example demonstrating the versatility of this approach is learning how to put on a pair of pants, which may include steps for sliding each foot into each pant leg one at a time, pulling the pants up, and buttoning and zipping them.
• Think Psych offers the task analysis example of teaching students with autism spectrum disorder how to eat yogurt, steps for which include opening the refrigerator, taking the yogurt container out, removing the lid of the container, retrieving a spoon from the utensil drawer, using the spoon to eat the yogurt, throwing the empty yogurt container in the trash, and placing the dirty spoon in the dishwasher.
• The Autism Community in Action explains how to use task analysis to teach a student with autism spectrum disorder how to fold a towel, which starts by laying the towel flat on a table, taking the top corners of the towel in each hand, bringing the top edge down to the bottom edge, bringing the left edge of the towel to the right edge, smoothing the towel flat, and placing the folded towel in a basket or closet.
• ThoughtCo. provides an example of task analysis with backward chaining to help a student learn how to do laundry. The instruction begins when the load of laundry is completed: The student begins by removing the laundry from the dryer and folding it, and after this step is mastered, the student is shown how to set the dryer and push the start button. The instruction works backward step-by-step through the washing and drying process, culminating with lessons on how to sort the dirty laundry and load it into the washer.

Preparing for a Satisfying Career in ABA Therapy

Task analysis and other ABA techniques are part of a comprehensive evidence-based practice that teaches students with autism spectrum disorder the life skills they will need to live independently. Visual presentation approaches and breaking down complex tasks into a series of simple steps are keys to helping children with ASD process information quickly and simply.

Graduate programs such as Regis College’s masters in Behavior Analysis online prepare students who are starting their careers or looking to advance in their field. Among the career options available to MS-ABA graduates are ABA training coordinator, clinical supervisor, and clinical director. Graduates often work at outpatient care centers or government agencies, or in private practice.

Learn More About ABA Therapy Strategies

Discover more about how Regis College’s online Master of Science in Applied Behavior Analysis degree program helps address the growing need for health professionals trained in task analysis and other ABA methods that help students with autism learn the skills they will need to lead independent lives.

Recommended Readings

What Is Autism Spectrum Disorder and What Should Parents and Educators Know?

Strategies in Behavior Therapy: Creating a Behavior Assessment

Exploring ABA Techniques and Their Role in Treatment

Accessible ABA, “Use Chaining and Task Analysis to Help Your Child with Autism”

American Psychiatric Association, “What Is Autism Spectrum Disorder?”

Association for Science in Autism Treatment, Applied Behavior Analysis (ABA)

Association for Science in Autism Treatment, Behavior Chaining

Association for Science in Autism Treatment, Discrete Trial Instruction

Association for Science in Autism Treatment, Modeling

Association for Science in Autism Treatment, Shaping

Association for Science in Autism Treatment, “Teaching Procedures Using Principles of Applied Behavior Analysis”

Association for Science in Autism Treatment, Verbal Behavior/Applied Verbal Behavior

Autism Classroom, “What You Need to Know About Task Analysis and Why You Should Use It”

The Autism Community in Action , “Developing Lifeskills: How to Teach a Skill”

Autism Grown Up, “Task Analysis as an Evidence-Based Practice”

Autism Speaks , “Applied Behavior Analysis: A Parent’s Guide”

Autism Speaks, Autism Facts and Figures

Autism Speaks, What Is Applied Behavior Analysis?

Behavioral Health Works , “Using a Task Analysis to Teach a Child to Brush Their Teeth”

BetterHelp, “Understanding the Antecedent Behavior Consequence Model”

Indian Journal of Psychological Medicine , “Comprehensive Management of Autism: Current Evidence”

National Professional Development Center on Autism Spectrum Disorders , “Evidence-Based Practice Brief: Task Analysis”

New Behavioral Network, Washing Your Hands — Task Analysis

Psych Central, “ABC’s of Behavior (Antecedent-Behavior-Consequence)”

Psych Central, “Shaping, Chaining & Task Analysis with an Example from Everyday Life”

Research Autism, Applied Behaviour Analysis and Autism

ThinkPsych, Free Resource: Task Analysis Sheet

ThinkPsych, Task Analysis for Getting Dressed and Hygiene

ThoughtCo., “Chaining Forward and Chaining Backwards”

ThoughtCo., “Teaching the Functional Skill of Tooth Brushing”

Total Spectrum, Task Analysis of ADL’s and Multi-Step Directions

U.S. Centers for Disease Control and Prevention, Data & Statistics on Autism Spectrum Disorder

U.S. Centers for Disease Control and Prevention, When and How to Wash Your Hands

Let’s move forward

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Task Analysis In ABA Therapy: Examples & Strategies

Task analysis is a process of teaching that divides complicated activities into sections involving easier steps for students to more easily take.

What is Task Analysis in ABA?

According to the NPDC, task analysis is a process of teaching that divides complicated activities into sections involving easier steps for students to more easily take.

Studies show that task analysis meets the standards for practices that are based on lots of research and involve the adoption of good behaviors and skills involving communication by children between the years of preschool and middle school.

Task analysis activities typically fall under different sections.

The skill that's desired is further broken down into concrete steps that must be performed in a sequence of events, such as the right way for a child to clean themselves or maintain proper hygiene. 

These steps are connected through a process called chaining.

Chaining signifies the act of completing the last step as a response to begin working on the next step, and so on.

On the other hand, a task can be split up into smaller increments of time, whereby a 40-minute activity can be divided down into four ten-minute blocks. 

The idea is often linked to a term called shaping, or the teaching of novel behaviors through their reinforcement in approximations that occur at a successive rate.

There is consistency in task analysis . For example, if four people were to show a small child how to carry out an activity, like washing their hands, the child would probably be shown four variations of doing it, though the difference might be minimal. 

Every teacher showing the child their way has the potential to confuse the child about which method between them is the best. They may question whether or not someone else could show them a hand washing method that deviates from all four of the initial teachers.

Task analysis aims to avoid this by giving the child a single approach rather than several.

It's reinforced and presented in every learning environment they find themselves in. Then there's individualization. 

This is when every student has distinct strengths and weaknesses. Task procedures are customizable to stay up with the child's set of circumstances.

When a student, for instance, is told to stay with a group for 40 minutes through the practice of shaping, the tasks could be divided down by the abilities of the child.

Some kids would respond better with very small increments , such as none greater than five minutes. Systematic instruction is another category.

One thing that kids with autism have problems with is coping with all the different variations they come across, which may make learning harder.

Task analysis is reliant on discrete trial training programs that split up the activities they take part in into smaller pieces until they eventually succeed. 

When a student has learned about eight of ten steps needed in the process of tying their shoes, they have yet to finish their end goal. Of course, they may have mastered the fight eight steps, notwithstanding.

Forward Chaining

Forward chaining is dependent on children learning during the beginning of tasks in a more linear fashion, where step two cannot be undertaken until step one is successful. 

Every step is formulated by the instructor and then carried out by the child. Some of them will need additional help with this, such as prompting by the hand-over-hand method. This is quickly followed by fading out of the prompt since the student has shown better mastery of the task.

Backward chaining starts by teaching kids the final step in a series of tasks. They begin by checking what the teacher or therapist does, then viewing one child following along with the teacher.

Once the last part is understood by the children, though not mastered, the teacher then moves on to the step that's second from last. From there, the steps are down in a backward fashion.

Discrete Trial Instruction

Discrete trial instruction is when the teacher gives out short concise instructions, then provides a prompt to aid the children in their completion of the instruction, either by copying the target response or by mimicking the first student's response.

Modeling occurs when kids are shown an intended behavior and given instruction to copy it. It's shown to be useful in teaching kids better social skills where they must carry out decisions on their own.

What is the Purpose of Task Analysis?

The purpose of task analysis is to assist clients with autism in learning the core skills needed to help them carry on with an independent life. It's often done with children but has seen lots of success with older clients.

People in the field of ABA have described task analysis as a highly important attribute of the instructions carried out by behavioral technicians.

It's easy to work into different therapy sessions and is shown to meet the standards of individual clients. They can be applied in different environments, such as at home, in the neighborhood, and even in a school classroom. It's also helpful when applied to hands-on instruction given to a student, or in a group.

During the preparation for an ABA program for a client, therapists will start by looking over their skills, goals, and their individual preferences. 

This is usually for older students, not small children. Still, skills that are appropriate for their age during the first assessment can help set the framework for the student's final goals in treatment.

5 Steps of Tasks Analysis

Here are the five basic steps in task analysis:

• The detection of the targeted skill of a patient.
• Listening to the prerequisite skill of the patient and the tools needed for them to teach it to other people.
• Diving the skill into smaller increments.
• Verifying that the task is analyzed in its entirety.
• Deciding on how the skill is being taught to students or a group.

Examples of Task Analysis

Below are brief examples of task analysis:

• A child learning how to put on their shoes. The steps needed might be complicated at first, but become easier once they're broken down.
• A student takes out clothing from a washing machine, adds it to the drying, then folds it when finished. The steps could be split between steps or time, beginning with the student properly setting the washer and ending when the shirts are folded in a certain way.
• A child with autism is taught how to eat cereal, steps that involve getting the cereal from the pantry, acquiring a bowl and spoon, taking the milk from the refrigerator, and preparing the meal.

Steven Zauderer

CEO of CrossRiverTherapy - a national ABA therapy company based in the USA.

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Backward & Forward Chaining

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Hi there! thank you for the information. I always understood forward chaining as the child only needs to complete the first step and then is completely done. They do not do any other part of the chain. The same applies for backward chaining, the child only completes the last step not any other part of the chain. This is how the chaining procedure is defined in Coooper.

Hello! That is correct, in that the active target/teaching target is the sequential step. Whether the remaining targets are taught at the same time or not (but would be prompted) is a matter of teaching/specific to each client. Here is a helpful video: https://www.unl.edu/asdnetwork/virtual-strategies/chaining

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Chaining refers to a variety of procedures for teaching behavior chains. A behavior chain is a series of responses in which each step serves both as a reinforcer for the previous step and as a discriminative stimulus for the next step (e.g., Cooper, Heron, & Heward, 2007 ). The reinforcer delivered at the end of the chain maintains all of the previous responses in the chain.

It is important to teach behavior chains for complex sequences of responses that must be maintained at independent levels. Chaining procedures are used to teach many multistep skills, including self-help and daily living skills. The most common variations of chaining are forward and backward chaining. Task analysis is an essential component of chaining. The determination of steps in a chain that will be taught sequentially is complex and must be done competently.

In forward chaining, the sequence of actions is taught in temporal order. The learner is prompted and taught to perform the first step in the...

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References and Readings

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

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Miltenberger, R. G. (2001). Behavior modification: Principles and procedures . Belmont, CA: Wadsworth Thomson Learning.

Test, D. W., Spooner, F., Kevl, P. K., & Grossi, T. (1990). Teaching adolescents with severe disability to use the public telephone. Behavior Modification, 14 , 157–171.

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Institute for Behavioral Studies, Endicott College, 376 Hale St, 01915, Beverly, MA, USA

Dr. Mary Jane Weiss

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Correspondence to Mary Jane Weiss .

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Irving B. Harris Professor of Child Psychiatry, Pediatrics and Psychology Yale University School of Medicine, Chief, Child Psychiatry Children's Hospital at Yale-New Haven Child Study Center, New Haven, CT, USA

Fred R. Volkmar ( Director, Child Study Center ) ( Director, Child Study Center )

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Weiss, M.J. (2013). Chaining. In: Volkmar, F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1698-3_1907

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