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Evidence Based Teaching

For Students with Complex Learning NeedsTask Analysis Prompting Fading Shaping

Task Analysis

Breaking down a skill into small steps. Focusing on one small step at a time makes it

easier for students to learn longer routines. Small steps are more manageable to teach. Students learn faster and feel more successful. Students become more independent.

Task Analysis

Step 1: identify the skill you want to teach Ensure that the skill consists of a number of steps

that can be broken down. Which of the following three would you analyze?

A) Taking off boots B) Going to the bathroom, dressing and going

outside C) Getting ready to go out for recess

Task Analysis

A) Taking off boots This skills is already broken down

B) Going to the bathroom, dressing and going outside This routine is too complicated with too many steps

C) Getting ready to go out for recess This one is JUST RIGHT!

Task Analysis

Step 2: Break the skill into small steps You can do this by:

Performing the task yourself and listing each step Observe the student or someone else performing the

task Videotape the routine and review

Task Analysis

What are some of the routines that your students need to learn at school?

Activity: Break into groups and complete a task analysis.

Task Analysis

Step 3: Teach the task The final step is determining HOW the task will be

taught using evidence-based teaching methods like: Chaining Prompting Fading Shaping

Chaining

Skills are taught in a logical sequence that leads to the mastery of a longer task.

For example, the student could learn the following skills separately:

Turning off light switch Turning on tap Drying hands with a towel Pumping soap dispenser Turning on light Rubbing hands together

Chaining

When learned in sequence Turning on light

Turning on tap

Pumping soap dispenser

Rubbing hands together Drying hands with a towel Turning off light switch

Chaining

When learned in sequence Turning on light

Turning on tap

Pumping soap dispenser

Rubbing hands together

Drying hands with a towel

Turning off light switch

It’s called washing

your hands

Chaining

Skills may be taught through: Forward chaining: choosing the first step of the

task and teaching each skill sequentially until mastered.

Backwards chaining: choosing the last step of the skill until mastered and then moving back step by step.

Consider the skills of the student and the nature of the task to choose the best approach.

Chaining

A word about reinforcement!

When chaining a task, it’s important that newly acquired skills are reinforced.For a task like making a sandwich, eating the sandwich at the end may be reinforcing (when backward chaining is used). What type of reinforcement can you use in the classroom when teaching using a task analysis?

Prompting

Shaping

Prompting and reinforcement are used to develop skills so they become closer to the desired behaviour.

As new skills become easier for the learner to use, the criteria gradually becomes more stringent until the student is able to demonstrate the skill clearly and independently.

Shaping

Clearly define the specific behaviour (skill) you want to teach.

Assess how well the learner can demonstrate the skill at the moment.

What steps are required for the learner to demonstrate the skill clearly and independently?

Ensure these steps are small, reasonable and attainable.

Shaping

Video

Fading

Remember that the goal of our teaching is to increase the student’s independence and so fading prompts is essential!