Task Analysis For Hand Washing Paper

Task Analysis for Hand Washing

Amy Wilhelm

PS522: Behavioral Measures and Interpretation of the Data

Dr. Lisa Jackson

June 23, 2015

Kaplan University

Task Analysis for Hand Washing When learning to complete a new task such as washing hands, tying shoes or making a bed, there are multiple steps that need to occur. In order to make sure that each step is taught correctly and done in order, a task analysis can be created. As stated by Cooper, Heron and Heward (2007), a task analysis involves taking a multifaceted skill and breaking it down into smaller, more teachable pieces. Although there are several ways to complete different tasks, it is crucial that the steps within the task analysis are taught in a reasonable and appropriate

This method looks at the entire task analysis and all of the behaviors that are involved. When the first step of the task is started, the observer watches and then intervenes on any step that is done incorrectly or out of order. The observer will then perform that step for the child and set them up for the next step within the process. Those steps that are performed appropriately are then recorded as correct responses. The steps that were not performed correctly are then marked as incorrect responses. A data sheet would be created for this method using a + is the child completed the step correctly and a – if the child required assistance.

With the task analysis that has been written for hand washing, the multiple opportunity method would be used. This method would be used because each step in the task needs to be performed correctly in order to move on to the next step. There are some aspects of the process that the child might already be able to complete independently, so those steps that are not already able to be completed or not completed in order can be focused on.

Charting and graphing

The visual display shows that the steps within the task analysis are being learned and the child is making progress. In order for the next step to be put into place, the child will have to show that either the step was mastered on the initial probe, or show mastery after three consecutive independent responses. With the graph above, the child is now ready to move on to step eight. It is recommended that this specific task analysis continue to be followed until all steps are mastered and the child shows independence with washing their hands.

For this specific targeted behavior, the task analysis put into place can be considered useful. Although it appears simple and easy to follow, before being put into place for another child, the prerequisite skills should be tested to make sure that these steps are appropriate. For example, for a younger learner, ten seconds may be a more appropriate amount of time to keep the child from going off task. If the prerequisite skills are not present, the steps will need to be tweaked to fit the child’s needs or the prerequisite skills will need to be taught prior to intervention.