GoalTallyQuick answer: A task analysis data sheet lists every step of a multi-step skill, such as handwashing or packing a school bag, in order, with a column for each session. For each step you record the help needed (a prompt level or + / –), then calculate % of steps independent = steps done independently ÷ steps scored × 100.
Writing the task analysis
- Watch a competent person do the task, or do it yourself, and write each step as an observable action: “Turn on the water”, not “Get ready”.
- Make the steps small enough for the learner to learn one at a time. A learner who needs more support may need more, smaller steps.
- Put the steps in the order they'll be taught and check the list by having someone follow it exactly.
- Use the same list every session so the percentages are comparable. Edit the steps in the sheet options above.
Forward, backward or total-task chaining
| Method | What you teach | Often a good fit when |
|---|---|---|
| Forward chaining | The first step is taught to mastery while you help with the rest; then the first two steps, and so on. | The early steps are the easiest or the learner does well starting at the beginning. |
| Backward chaining | You complete every step except the last, which the learner does; then the last two, and so on. | Finishing the task right away (and getting the natural reward) helps motivation. |
| Total task | Every step, every session, with prompts as needed on each one. | The learner can already do some steps, or the task is short. |
How to score the sheet
- Enter the steps, one per line. The sheet numbers them for you.
- Choose the scoring: prompt levels (FP, PP, M, G, V, I) or + / –, and the chaining method, which prints in the key.
- Score every step in that session's column as the learner works through the task.
- Total the column: the number of independent steps and the % independent.
- Graph % independent across sessions, or score on screen and it's graphed automatically.
Single-opportunity or multiple-opportunity assessment
To find out which steps a learner can already do, there are two common approaches. In a single-opportunity assessment you stop at the first error and score every remaining step as not independent: quick and conservative. In a multiple-opportunity assessment you complete the missed step for the learner (or set it up) and keep assessing the rest, which tells you more about later steps. Note which one you used, because they give different percentages.
Frequently asked questions
How many steps should a task analysis have?
As many as the learner needs: a handwashing routine might be 6 steps for one student and 14 for another. The sheet fits about 20 steps on a portrait page and continues onto more pages for longer lists.
How do I calculate % independent?
Count the steps completed independently and divide by the number of steps scored. 6 of 8 steps is 75%.
Can I use + and – instead of prompt levels?
Yes. Set Score each step with to + / –. + means the step was done independently.
Which chaining method should I use?
It depends on the learner and the task, and your BCBA or teaching team should decide. The sheet prints the method in the key so everyone uses the same one.
More free graphs and data sheets
Last updated · Written by the MiniTools team.