Abstract
Task analyses and chaining procedures are effective methods that behaviour analysts use for teaching skills to individuals on the autism spectrum. Breaking a skill into its individual components can help alleviate performance anxiety, teach skill acquisition and ensure long-term maintenance. We examined whether, after a training session, parents (n=7) were able to construct effective task-analyses. Videos were used to practice constructing a task-analysis for 16 skills. At baseline, parents used summary labels to describe the skills in the videos. After training, all were able to identify approbate numbers of steps for each skill in the videos. Participants, who had some previous experience with behaviour analysis (n=4) were able to identify more steps than participants with no experience (n=3). Findings suggest that a brief training event can be useful for teaching task analysis, albeit the effectiveness was narrow.
Original language | English |
---|---|
Article number | 100045 |
Number of pages | 8 |
Journal | International Journal of Educational Research Open |
Volume | 2 |
DOIs | |
Publication status | Published - 01 Apr 2021 |
Bibliographical note
Publisher Copyright:© 2021
Keywords
- Task Analysis, Chaining, Autism, Parent Training, Education, Applied behaviour analysis (ABA)
ASJC Scopus subject areas
- Education