Task analysis answers: which steps of a routine can the student do on their own? The routine is broken into ordered steps, and each step is marked independent, with support, or not done.
606 templates in the library use task-analysis steps, across 75 skills. Each prints the task-analysis checklist.
When to use it
Daily living routines: handwashing, toileting, packing up, cooking
School routines: arrival, lab procedures, using a device or platform
Community routines: riding a bus, ordering food, making a purchase
Not for single responses or knowledge items; use opportunities or accuracy
How to record it
Write 4 to 12 ordered steps an observer can see, each starting with a verb.
Watch the student do the routine in the real setting named in the goal.
Mark each step as independent, the prompt level used, or not completed.
Count the independent steps and record the total out of the number of steps.
Note which steps needed help, since they guide the next round of teaching.
Writing the criterion and mastery rule
Write the criterion as "performing at least N of S steps independently", with N no more than S.
List the steps in the goal or attach the checklist so every adult uses the same list.
Name the teaching method if it matters, such as forward or backward chaining.
Use a mastery rule such as "across 3 consecutive data collection days".
Common mistakes
Writing steps that are too big ("make lunch") or too small to observe.
Changing the step list mid-year, so totals no longer compare.
Using percent accuracy for a routine instead of counting steps.
Measuring only in a practice setting when the goal is the real one.
Goal examples measured this way
Numbers are illustrative. Set targets from the student's own baseline data.
Daily Living Skills
Wash hands following a step sequence
By the annual IEP review date, before eating snack or lunch and after using the restroom, the student will wash hands at the sink using a picture sequence posted at the sink, performing at least 8 of 9 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected at one planned handwashing time each day.
By the annual IEP review date, given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen, the student will cook the meal from start to finish, performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected twice weekly during cooking lessons.
By the annual IEP review date, during a class or family visit to the public library, with the student's library card and 1 to 3 chosen items, the student will check out the chosen items and put the receipt with them, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
By the annual IEP review date, upon entering the classroom at the start of the school day, the student will complete the morning arrival routine without a visual task list, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during the arrival routine.
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Usually 4 to 12. Fewer steps can hide where the student needs help, and more steps make the checklist slow to use.
What is the difference between forward and backward chaining?
In forward chaining, the student learns the first step first and adults help with the rest. In backward chaining, adults do the early steps and the student finishes the last step first, which gives a quick sense of completion.
Can a task analysis goal be written for a student who needs physical help?
Yes. Record the prompt level on each step and set the goal around fading help on specific steps. Progress can be fewer prompts, not only more independent steps.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.