TASK ANALYSIS
Introduction:
Jackson is a new student in our class. Up until now he has been
at home with his mother. His mother admits catering to his every
need. If she saw that he was having trouble doing something, she
took it upon herself to do it for him. This included simple tasks,
such as putting on a coat. Jackson is not used to having to do things
for himself. In school, one of our objectives is teaching these children
independence. So, the simple task of putting a coat on proves to
be a difficult one for Jackson
Problem:
We take the children outside two times a day, weather permitting.
Now that winter is here, the process of getting all 24 students ready becomes
extremely tedious. Therefore, it really saves a lot of time if the
students are capable of dressing themselves for the cold weather.
The ‘coat flip’ is a simple way of allowing students to successfully put
their coats on without the help of an adult. Jackson has trouble
putting his coat on and instead of trying, he immediately runs to an adult
for help.
Goal:
My goal in this situation is to have Jackson successfully ‘flip’ his
coat, putting it on all by himself. He is expected to put his coat
on twice a day. For this experiment, one successful completion will
be sufficient. His “success” can be measured by looking to see if
both arms are in their perspective places and the zipper or buttons are
on the front side of his body, facing out.
Implementation:
I will use total chaining in implementing this technique. If
necessary, I will be standing next to Jackson offering assistance and prompting
him through the sequence of ‘flipping’ his coat.
The Coat “Flip”
-Locate his coat from the hooks in the hall.
-Bring the coat inside the classroom.
-Lay the coat down on the floor.
-Make sure the zipper/buttons are facing up.
-Locate the top of the coat.
(There is usually a tag at the top. If there
is no tag, suggest a hood if there is a hood.)
-Stand with the tips of your toes touching the top of the coat.
-Squat down.
-Place your arms out in front of you, palms facing down.
-Do not crisscross your arms.
-Slide one hand part way into the sleeve on the same side.
-Slide your other hand part way into the other empty sleeve.
-Leaving your hands inside the sleeves, slowly start to stand up.
-Raise your arms, with the coat, slowly in front of you.
-“Flip” the coat over your head.
-Slide your hands the rest of the way through the sleeves.
Outcome:
Jackson had no problem finding his coat and bringing it inside the
classroom. It was a little difficult for him to figure out where
the ‘top’ of the coat was. I had to point out the tag on the inside
and show him where to stand. Once he got past this part, he was able
to ‘flip’ the coat on all by himself. When we went outside for the
second time that day, I watched Jackson trying to ‘flip’ his coat.
He was able to ‘flip’ it over his head, but it was upside down. He
had forgotten to make sure that his toes were touching the top of the coat.
He took his coat off and tried again, successfully ‘flipping’ his coat.
What happened? (Effective/ineffective? What might
I try differently?)
I stayed with Jackson for the next few days to guide him through the
steps. By the end of the week, he was able to put his coat on without
my assistance. The next step will be to teach him how to zip his
coat. I will use task analysis to teach him the process of zipping
his coat. Before long, Jackson will be one of the first students
ready to go outside instead of the last.
Thanks Dana!