task analyses mohd dan

7/28/2019 Task Analyses MOHD DAN

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Task Analysis is a curriculum method used ineducation to arrange any learning activity intosmall incremental steps in order for thelearner to be most successful


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Analisis tugasan berupaya menjadikan

sesuatu aktiviti / kemahiran yang sukardapat dilakukan mengikut susunan tahapyang lebih mudah ke lebih sukar

Matlamatnya ialah untuk mencapaipenguasaan kemahiran dari satu tahap kesatu tahap (Janet Lerner, 2003).


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Analisis tugas melibatkan prosespembahagian kemahiran kepada beberapa

komponen atau langkah mudah yangdapat dikuasai dan dipelajari olehseseorang murid (Jabatan Pendidikan Khas,2004).


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Use as a communication tool Provides consistency from day to day in reinforcement,

prompts, and most importantly when & how to prompt

Use as pupil progress tracking tool Need data to make good, informed decisions Need data as evidence

Use as a program decision making tool Lack of progress indicates a program frailty such as

materials, environmental pollutants, presentation, etc. Lack of progress may indicate motivation problem that

then gets back to environmental variables.


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1. Process: How the teacher teaches the task 2. Content:What the task looks like when the

student is performing the task to theexpectation of the objective, arranged intosmall incremental steps tailored to thelearning style of the student.


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Begin with the objective from the IEP. This should be a functional, age appropriate objective that aligns

with core curriculum Task is broken down into small steps and the

whole task is performed at each session.

Slicing and chunking are ways of expandingor condensing the size of the TA dependingupon the needs of the student.


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Apakah kepentingan tugasanpembelajaran yang khusus murid

perlu tahu? Apakah turutan langkah dalam

tugas tersebut?

Apakah tingkahlaku tertentu yangperlu ada pada murid untukmelakukan tugasan?


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a. Memastikan kemahiran yang sesuaimengikut tahap keupayaan murid.

b. Menghuraikan secara ringkaskemahiran yang dipilih.

c. Memecahkan kemahiran kepadalangkah-langkah kecil.


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d. Membuat penyesuaian langkah-langkah pengajaran mengikut

keupayaan dan kelemahan murid.e. Menjalankan tunjuk cara.

f. Membuat pemerhatian dan penilaian.

g. Membuat penambahan danperubahan.


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Pembinaan Senarai analisis tugasan

Bahan bantu mengajar

Pengajaran dan Pembelajaran (tunjukcara)

Penilaian

Semakan dan pembetulan

Membantu pelaksanaan RPI


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analisis tugasan\Contoh Analisis Tugasan.doc
http://localhost/var/www/apps/conversion/tmp/scratch_1/analisis%20tugasan/Contoh%20Analisis%20Tugasan.dochttp://localhost/var/www/apps/conversion/tmp/scratch_1/analisis%20tugasan/Contoh%20Analisis%20Tugasan.dochttp://localhost/var/www/apps/conversion/tmp/scratch_1/analisis%20tugasan/Contoh%20Analisis%20Tugasan.dochttp://localhost/var/www/apps/conversion/tmp/scratch_1/analisis%20tugasan/Contoh%20Analisis%20Tugasan.doc


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Let's say you observe a typical peer tying theirshoes,

you observe your student who has very littleuse of their hands and can't do the finemotor.

adaptation would be to drop the ties andeither try Velcro or just cool slip-on

Converses. Then in the What to Teach column you'd put,teach to pull on shoe.


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Objective 1: Locating a seat Skills:

1.Enter doorway

2.Scan area for empty table/chair

3. Asks friend where shed like to sit

4.Go to empty table/chair

5.Sit down in empty chair


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Objective 2: Looking at menuSkills:

1. Scan selections

2. Asks friend what shes having 3. Select desired food and beverage

4. Says, I am so hungry.

5. Replace menu in menu holder


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Objective 3: Ordering desired food andbeverageSkills:

1. State or point to choice

2. Answer waitress/waiter's questions

3. Chats with friend

4. Wait for order


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Environment place where the behavior naturally occurs

If training is not possible in the natural context,

then the environment is the place where trainingwill take place, at least resembling the naturalcontext. (simulation)

MaterialsInclude all teaching and data keeping materialsnecessary to run a session


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Natural Cue. Whats a cue?A cue:

a prompt, an antecedent, or a discriminative stimulus,

is an event that occurs in the environment that lets thestudent know that if they perform the correct behaviorunder this circumstance they will be reinforced.


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Ultimately we want the student to respond to thenatural cues in the environment that generateresponses and not to the contrived cues presentedby teachers. For example,

when the bell rings to go to lunch that's a natural cuefor everyone to get up and go, as opposed to theteacher telling the students to go. when the electric door opens at the grocery store

that's a natural prompt to enter, rather than a teachernudging the student through the door.


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Direction of Chain. A chain is a series of steps connected together toform a task. Forward chain

training will initiate with the first step in the TA andeach subsequent step will be taught in progression tothe last.

Backward chain (eg: playing football) the entire TA will either be demonstrated or physically

prompted except for the last step; training will initiatewith the last step. Once the last step is acquired, thesecond to the last step will be introduced for training.


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Mixed chain indicates that any step in the chain might beintroduced as the first step for training. The stepchosen might be determined to be the more difficultstep.

Concurrent indicates that all steps in the chain will be taughtduring every teaching session.

Serial (eg: step teaching math) indicates that only one step will be taught during eachteaching session. Select the chain that you determineis appropriate and explain IN DETAIL on your TA whatit means and the rationale for choosing this direction.


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Prompt Hierarchy. Two ways to do this are through the CorrectionProcedure, or Least to Most intrusive prompt hierarchy, (theFading Procedure) Most to Least intrusive hierarchy.


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Instruction Hierarchy Clear Table Natural Cue

Indirect Verbal 1

Indirect Verbal 2

Direct Verbal

Gestural

Model

Light Physical

Full Physical

Dirty dishes

"What are you supposed to do?" Or

"What's first? "What do you think you do when you

see dirty dishes?

"Clear the table?

Point to the dirty dishes while

repeating the direct verbal prompt Model the behavior for the student of

clearing the dirty dishes from the tablewhile repeating the direct verbalprompt

Lightly tap student while repeatingdirect verbal prompt

Give student full physical guidance toshow them how to clear the tablewhile repeating direct verbal prompt


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Sila bina satu analisis tugasan untukkemahiran di atas

SAMPLE TASK ANALYSIS: CLEAN DISHES(This is only a sample Do not copy the content of this sample)


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(This is only a sample. Do not copy the content of this sample).

Objective: Given a load of dirty dishes at the work site, student independently will complete 100% of the steps of the dishwashing task analysis for 3 consecutive sessions.

Content Process

With Dishwasher

1.Clear table

2.Open dishwasher

3.Rinse dishes

4.Load Plates into bottom rack

5.Load silverware into rack

6.Load cups/glasses into top rack

7.Load bowls into top rack

8.Put dishwasher soap into holder

9.Close holder10.Close dishwasher

11.Lock dishwasher

12.Turn on dishwasher

OR: Without Dishwasher

1.Close drain

2.Squeeze small amount of dish soap into sink

3.Turn on hot & cold water

4.Fill 3/4 sink with warm water

5.Turn off water

6.Clear table

7.Scrape dishes of excess food into disposal

8.Put all dishes in sink

9.Get sponge

10.Wash dishes

11.Rinse

12.Put in drying rack

13.Repeat 8-12 for bowls, cups/glasses, silverware.

14.Remove plug from drain.

15.Dry

16.Put away

Environment: Kitchen with access to sink and/or dishwasher

Materials: Checklist, dirty dishes, sponge, towel, soap.

Procedures:

Natural Cue: dirty dishes.

Chain: Forward, concurrent (explain).

Prompt Hierarchy: Least to Most

See sample above

Latency:10 seconds(explain)

Reinforcement:

Acquisition: Provide reinforcers (list) contingent upon each correct response. At 75% accuracy, thin schedule to providing reinforcers contingent uponeach unprompted correct response. At this point be careful not to reinforce prompted responses, but do give positive feedback such as "not bad,

nice try."

Maintenance: When performance is above 80%, thin schedule of reinforcement until reinforcer is provided at the end of the entire TA only i f all

responses are correct without prompts.

Peer Support:

Indicate in this section how typical peers will assist the student to complete the task analysis. Also indicate what you will instruct the peer(s) to do and

how.

Measurement:

Record unprompted correct responses with a + (plus). Record incorrect or prompted responses with a - (minus), and record prompt used to generate

response. Tally total number of correct responses as % or circle number on data sheet.

Generalization:Train with multiple examples (settings, items, people) and probe for generalization to similar response sets.

Next Step: Build into larger chain of cooking and follow-up tasks.


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Objective: Given a load of dirty dishes at thework site, student independently willcomplete 100% of the steps of thedishwashing task analysis for 3 consecutive

sessions.


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With Dishwasher Clear table Open dishwasher Rinse dishes Load Plates into bottom rack Load silverware into rack Load cups/glasses into top rack Load bowls into top rack Put dishwasher soap into holder Close holder Close dishwasher Lock dishwasher Turn on dishwasher


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Without Dishwasher Close drain Squeeze small amount of dish soap into sink Turn on hot & cold water Fill 3/4 sink with warm water Turn off water

Clear table Scrape dishes of excess food into disposal Put all dishes in sink Get sponge Wash dishes Rinse Put in drying rack Repeat 8-12 for bowls, cups/glasses, silverware. Remove plug from drain. Dry Put away


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Environment: Kitchen with access to sink and/or dishwasherMaterials: Checklist, dirty dishes, sponge, towel, soap.Procedures: Natural Cue: dirty dishes. Chain: Forward, concurrent (explain). Prompt Hierarchy: Least to Most See sample above Latency:10 seconds(explain)Reinforcement: (pengukuhan) Acquisition: (penguasaan kemahiran))

Provide reinforcers (list)contingent upon each correct response. At 75% accuracy, thin

schedule to providing reinforcers contingent upon each unprompted correct response. Atthis point be careful not to reinforce prompted responses, but do give positive feedbacksuch as "not bad, nice try."

Maintenance: (pengekalan)/When performance is above 80%, thin schedule ofreinforcement until reinforcer is provided at the end of the entire TA only if allresponses are correct without prompts.Peer Support: (kumpulan sokongan)

Indicate in this section how typical peers will assist the student to complete the

task analysis. Also indicate what you will instruct the peer(s) to do and how.Measurement: Record unprompted correct responses with a + (plus). Record incorrect or

prompted responses with a - (minus), and record prompt used to generateresponse. Tally total number of correct responses as % or circle number on datasheet.Generalization: Train with multiple examples (settings, items, people) and probe forgeneralization to similar response sets.

Next Step: Build into larger chain of cooking and follow-up tasks.


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SAMPLE TASK ANALYSIS DATA SHEET(Record the steps with the first step at the bottom.)

Students Name

Skill Area: Clean Dishes

Objective:Objective: Given a load of dirty dishes at the work site, student independently will complete 100% of the steps of the dishwashing

task analysis for 3 consecutive sessions.

Steps: Date and Level of Step Achieved:

12. Turn on dishwasher 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12

11. Lock dishwasher 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11

10. Close dishwasher 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

9. Close holder 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

8. Put dishwasher soap into holder 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

7. Load bowls into top rack 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

6. Load cups/glasses into top rack 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

5. Load silverware into rack 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

4. Load plates into bottom rack 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3. Rinse dishes 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2. Open dishwasher 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1. Clear table 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1


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TASK ANALYSIS DATA SHEET(Record the steps with the first step at the bottom.)

Students Name

Skill Area:

Objective:

Steps: Date and Level of Step Achieved:

30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30

29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29

28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28

27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27

26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26

25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25

24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24

23 23 23 23 23 23 23 23 23 23 23 23 23 23 23 23 23 23 23 23 23 23 23

22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22

21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21

20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20

19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18

17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17

16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16

15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15

14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12

11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1


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Kemahiran 1 : Memberus gigi

Kemahiran 2 : Memutangkan bajuKemahiran 3 : Menggunakan pisau

Kemahiran 4 : Membeli makanan di kantin

Kemahiran 5 : Mengenal bentuk (Pra Nombor)

Kemahiran 6 : Memasak air dengan cerek elektrikKemahiran 7 : Mengenal warna asas

Kemahiran 8 : Mengirim surat di Pejabat Pos

Kemahiran 9 : Menambah nombor satu digit

tanpa kumpul semulaKemahiran 10: Mengenal huruf a (BM)

task analyses mohd dan

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