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Home > Blog > Teaching Dental Hygiene To Children With Autism

Teaching Dental Hygiene To Children With Autism

task analysis brushing teeth autism

When To Start Teaching Dental Hygiene Skills

A big part of your child learning teeth brushing skills is them becoming familiar with the feeling of a toothbrush in their mouth. It can be a strange sensation , especially for children with autism. Helping your child feel comfortable with – or at least, tolerating – a toothbrush or floss in their mouth is a key first step to teaching dental hygiene skills. Given this, it’s best to start brushing your child’s teeth as soon as their first tooth comes in, and then work with your child’s strengths and challenges as they age to determine when they should take over brushing their own teeth. Some children might start brushing their own teeth as early as 3 or 4, while others may be closer to 6 years old before gaining independence on teeth brushing. This tends to depend on your child’s fine motor skills – for example, if your child struggles with writing or tying their shoes, then teeth brushing may not yet be an appropriate skill for them to learn. However, once your child has the prerequisite fine motor skills, it’s a great time to start teaching independent tooth brushing.

Read More: Teaching Handwashing & Showering To Kids With Autism

3 steps for teaching teeth brushing to children with autism.

A good first step for teaching your child independent teeth brushing is to use task analysis, accompanying reinforcement system, and prompt fading.

Task Analysis

Reinforcement system, prompt fading, helpful learning strategies.

Each child learns differently, so it might be helpful to implement a range of strategies to help your child with autism learn teeth brushing skills. For example, visuals can be a helpful way to support your child as they become more independent with their dental hygiene. You might print out the task analysis – the breakdown of teeth brushing steps – and tape it to the mirror. This strategy can help create independence, and can also help remind your child of your expectations. In addition to making use of visuals, modeling is another great way to teach your child with autism teeth brushing. Modeling involves you brushing your teeth alongside your child, or making it a task your child can do with a sibling. Not only can modeling address any fear your child may have around teeth brushing, but it also adds a positive, social aspect to the activity.

Common Teeth Brushing Challenges

Consistency is key when developing a dental hygiene routine. Whether it takes five days or two months for your child with autism to learn independent teeth brushing, it’s important that you both follow through with your chosen teaching method. This can feel challenging on days that you feel the need to rush and “do it yourself.” However, staying consistent and sticking to a teeth brushing routine will help your child develop these skills on their own time. And while teeth brushing can be frustrating and time consuming, it’s important to stay positive. By encouraging an upbeat mindset around teeth brushing – even in challenging moments – you can help frame teeth brushing as something positive for your child.

Lean On Your Team

When it comes to teaching your child hygiene skills like teeth brushing, remember that you’re not alone. Your child’s family, friends, and autism behavior therapists can support you as you teach teeth brushing and help your child as they generalize this skill. Generalization training involves your child practicing this skill in different environments or with different people. For example, you might plan a day trip to grandma’s simply to have your child with autism brush their teeth there. And at Trumpet, we can assess your child’s dental hygiene behaviors and help develop a plan based on your child’s specific needs and challenges. Our Board Certified Behavior Analysts are skilled at identifying barriers to developing a skill, and can help teach hygiene skills through ABA therapy . For example, your child might have an aversion to the feeling of bristles on their gums, or they might have had a cavity and are now afraid to brush their own teeth. We recognize that each child’s needs are different, and at Trumpet, we’ll develop a treatment and skill development plan to help them learn independent teeth brushing.

Final Thoughts: Teaching Dental Hygiene

Teaching new skills can be challenging for you and your child. Don’t hesitate to ask for help – whether that means making a schedule so that multiple caregivers are involved in the plan, having someone to talk to, or creating your own reinforcement for follow through (hello, dark chocolate and ice cream!). Finally, keep in mind that consistency is key. Since teeth brushing occurs daily – or even twice daily – it’s important to follow your chosen plan. By creating a task analysis, leaning on your team, and implementing a consistent schedule, you can help your child with autism develop independent teeth brushing skills.

task analysis brushing teeth autism

Written by Brigitta Martins

My name is Brigitta and I am a BCBA at Trumpet San Diego. I became passionate about ABA while I was a college student completing my psychology degree internship at an ABA company. Some of my favorite parts of ABA...

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Task Analysis in Applied Behavior Analysis (ABA) Therapy: Strategies and Examples

June 30, 2023

View all blog posts under Articles | View all blog posts under Master of Science in Applied Behavior Analysis

A therapist works with a child.

Autism Spectrum Disorder (ASD) is defined by the American Psychiatric Foundation as “a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors.” There is a wide range of effects and severity of symptoms experienced by people who are diagnosed with ASD.

The U.S. Centers for Disease Control and Prevention estimates that autism spectrum disorders are present in 1 in 59 children. ASD is about four times as prevalent in boys than in girls, with 1 in 37 boys diagnosed as having ASD, compared to 1 in 151 girls.

The most popular treatment for children with autism spectrum disorder is applied behavior analysis (ABA), which the Association for Science in Autism Treatment describes as the use of interventions to improve “socially important behavior.” Behavior analytic interventions are based on learning theory and methods that have been studied scientifically and shown to be effective in improving the lives of people with autism spectrum disorders.

The antecedent-behavior-consequence (ABC) method of assessing functional behavior can be combined with an intervention such as task analysis as the basis for effective interventions in children with autism spectrum disorder. These types of assessments and interventions work to “increase appropriate skills and decreas[e] maladaptive behaviors,” as Psych Central reports. The goal of a task analysis is to break down and simplify complex tasks in order to provide step-by-step guidance on how to complete specific behaviors. This guide describes several specific task analysis techniques and presents examples of their application in diverse settings.

What Is Task Analysis?

The National Professional Development Center on Autism Spectrum Disorders defines task analysis as a teaching process that breaks down complex activities into a series of simple steps that students are able to learn more easily. Researchers have shown that task analysis meets the criteria for evidence-based practice by improving adoption of “appropriate behaviors and communication skills” by children in preschool, elementary school, and middle school.

Task analysis techniques fall into two broad categories, as the Autism Classroom blog explains:

  • The desired skill can be broken into discrete steps that are performed in sequence, such as the appropriate way to wash one’s hands. The steps are linked via “chaining,” which signals the completion of each step as a cue to begin the next step.
  • Alternatively, a task can be divided into short chunks of time, so a 20-minute activity may be broken into five four-minute segments. This approach is frequently associated with “shaping,” which teaches new behaviors by reinforcing “successive approximations” of the behavior rather than repeating previous approximations, as the Association for Science in Autism Treatment explains.

However, a simple definition of what task analysis is doesn’t explain why the approach has become so important in educating children with ASD. Three characteristics are vital to the success of task analysis as a teaching method:

  • Consistency: If three different people demonstrate to a student how to perform a specific activity, such as brushing teeth, the student will likely be shown three different methods, because each “teacher” performs the activity in a unique way. This can leave the student confused. Task analysis ensures that a single approach is presented and reinforced in all learning situations.
  • Individualization: Each student has unique strengths and weaknesses, so task analysis methods can be customized to meet the student’s specific circumstances. For example, when teaching a student to remain in a group for 20 minutes via shaping, the task increments can be varied to the abilities of the student, with some responding best to two-minute chunks and others to five-minute blocks.
  • Systematic instruction: One challenge students with ASD face is dealing with the many variables that complicate learning. Task analysis relies on “discrete trial programs” that divide activities into small steps that culminate in the end goal. For example, students who have learned four of the eight steps entailed in tying their shoes have successfully mastered those four steps, although they have not yet achieved the end goal.

The task analysis technique of chaining has two primary components, as ThoughtCo. explains:

  • Forward chaining relies on the student learning from the start of the task sequence through each step of the task in sequence, so step two begins only after step one is completed. Each step is first modeled by the instructor and then imitated by the student, although some students will require hand-over-hand prompting followed by “fading” of the prompt as the student exhibits increasing mastery of the step.
  • Backward chaining begins by teaching the student the last step of the task, first by having the student observe the teacher and then by having the student assist the teacher. After the last step has been grasped (though not yet perfected), the instructor turns to the second-to-last step of the process and continues backward to the initial steps. An example is learning to do laundry: the student is first taught how to remove the clothes from the dryer and fold them, then how to transfer the clothes from the washer to the dryer, and all preceding steps in the process one-by-one in reverse order.

Other effective task analysis techniques include these two approaches:

  • Discrete trial instruction: The teacher gives the student a short, clear instruction and provides a prompt to help the student complete the instruction, whether by modeling the target response or guiding the student’s own response. As the student progresses, the prompt is removed gradually. When the student responds accurately, the teacher offers immediate positive feedback; when the student’s response is incorrect, the teacher demonstrates or guides the student to perform the correct response.
  • Modeling: The student is shown the target behavior and is then instructed to imitate that behavior. Modeling has proven effective in teaching social, play, and self-help skills.

What Is the Purpose of Task Analysis?

The goal of applied behavior analysis is to help people with ASD learn the fundamental skills that will allow them to lead independent lives. Task analysis is one of several methods used by applied behavior analysts to understand and modify a person’s behavior.

The Autism Classroom describes task analysis as both “unexciting” and “critical to systematic instruction.” The advantages of task analysis over other ABA approaches are explained by Autism Speaks:

  • Task analysis is easy to adapt to the needs of each individual learner.
  • The techniques can be applied in multiple settings, including classrooms, homes, and the community.
  • The skills taught via task analysis are practical in the student’s everyday life.
  • Task analysis can be used in one-on-one instruction and in group settings.

When preparing an ABA program for a student, applied behavior analysts begin by assessing the student’s skills, as well as the goals and preferences of the student and the student’s family. Age appropriate skills evaluated in the initial assessment serve as the foundation for the student’s specific treatment goals. These skills include the following:

  • Communication and language skills
  • Social interaction
  • Self-help (hygiene, healthy living, etc.)
  • Play and relaxation activities
  • Motor skills
  • Academic skills

The primary use of task analysis in ABA settings is to teach activities for daily living (ADLs), as Total Spectrum explains. ADLs are actions that most people complete on a daily basis, such as setting a table for dinner or purchasing an item and asking for change. For people with autism spectrum disorder, however, these skills are especially important as  these types of activities serve as the foundation for their independence.

Individuals with autism spectrum disorder gain a better understanding of basic living skills by focusing on the mastery of individual steps in a complex process. Task analysis can be applied to any process that can be broken into multiple steps. Once the steps have been identified and the directions created, instructors devise a learning plan that is customized to the needs and goals of the student. The instruction often relies heavily on visual support tools, such as cards, small replicas of objects, or the objects themselves.

In addition to helping the student with autism spectrum disorder, task analysis can improve the quality of life for all family members. Strong skills in communication, interpersonal relations, and social interactions help enable people with ASD to lead successful, independent lives. Autism Speaks outlines the purpose of task analysis and the many ways task analysis and other ABA approaches benefit individuals with ASD, their families, and their communities:

  • Task analysis replaces problem behaviors with new skills, so students learn “what to do” rather than simply “what to stop doing.”
  • Reinforcement increases on-task positive behaviors and minimizes negative behaviors.
  • Tasks that teach self-monitoring and self-control engender skills that are easily transferred to social and job-related capabilities.
  • Responding positively to a student’s behavior prevents unintentionally rewarding problem behavior.
  • Students are better able to focus on and comply with specific tasks, which motivates them to perform.
  • By improving cognitive skills, the tasks make it easier for students to learn other academic subjects.
  • Learning appropriate behaviors in specific situations helps students generalize skills and apply them outside the classroom.

Demonstrating the Task Analysis for Brushing Teeth

Teeth brushing is a daily routine for dental hygiene that most adults perform with little conscious thought, but it is an example of an activity that can be challenging for children with autism spectrum disorder. Behavioral Health Works describes the task analysis for brushing teeth. The teaching begins by reinforcing the reason for the activity: to have clean, healthy teeth.

The next steps may seem intuitive to adults, but the process can be formidable for children who have never brushed their teeth themselves and may fear the sensory components of teeth brushing or making a mistake. By dividing the task into a sequence of discrete actions, children are more confident that they can perform each subtask correctly. Task analysis has been shown to teach these types of skills much more quickly than alternative instruction methods.

Few adults would guess that the relatively simple act of brushing one’s teeth is comprised of at least 18 separate operations:

  • Pick up the toothbrush.
  • Turn on the water tap.
  • Wash and rinse the toothbrush.
  • Turn off the water.
  • Pick up the toothpaste tube.
  • Remove the cap from the tube.
  • Place a dab of toothpaste on the bristles of the toothbrush.
  • Put the cap back on the tube of toothpaste.
  • Use the bristle end of the brush to scrub all of the teeth gently. (This step may need to be broken into several subtasks, such as, “Start brushing the teeth in the top left corner of your mouth, then brush the top center, then the top right, then the bottom right,” etc.)
  • After brushing all the teeth, spit the toothpaste into the sink.
  • Turn on the water.
  • Rinse off the toothbrush.
  • Place the toothbrush back into its holder.
  • Pick up a rinsing cup.
  • Fill it partially with water.
  • Rinse the mouth with water from the cup.
  • Spit the water into the sink.

By breaking down the task into smaller activities, students are less likely to feel overwhelmed by the overall objective. However, students with ASD will likely need to master one or two of the steps at a time and then link the separate activities using either forward chaining or backward chaining, as ThoughtCo. describes:

  • For students who are able to learn multiple steps at one time, forward chaining can be used to link the steps in the proper sequence via modeling and verbal prompts. Once the student demonstrates mastery of the first few linked steps without guidance, the next linked steps of the task can be taught.
  • For students who lack strong language skills, backward chaining allows the teacher to perform the initial steps hand over hand while naming each step. This gives the student an opportunity to practice each step while simultaneously learning the corresponding vocabulary. Prompting is removed as the last steps of the process are taught, but reinforcement continues until the student has mastered the entire task.

The task analysis for brushing teeth can be facilitated by creating a visual schedule that indicates when the student has completed each step. The student can review the visual schedule before beginning the task, or the schedule can be placed on the counter so the student can refer to it as each step is performed.

Demonstrating the Task Analysis for Washing Hands

One of the simplest and most effective ways to prevent illness — in oneself and in others — is by washing one’s hands. The CDC recommends that people wash their hands frequently each day:

  • Before and after preparing food
  • Before eating
  • Before and after treating a cut or wound
  • After using the bathroom
  • After blowing the nose, coughing, or sneezing
  • After touching an animal, animal feed, or animal waste
  • After handling pet food or pet treats
  • After touching garbage

The CDC divides hand washing into five separate operations:

  • Wet the hands with clean running water, turn off the tap, and apply soap.
  • Rub the hands together with the soap to create a lather that covers the front and back of the hands and goes between the fingers and under the fingernails.
  • Scrub the hands for a minimum of 20 seconds.
  • Thoroughly rinse the hands under clean running water and then turn off the tap.
  • Dry the hands using a clean towel or air dryer.

However, the task analysis for washing hands breaks down the process into several more discrete steps, as the New Behavioral Network describes:

  • Stand in front of the sink.
  • Run the water over the hands thoroughly.
  • Apply soap to the hands.
  • Scrub the hands for 20 seconds.
  • Turn the water back on.
  • Rinse the soap off the hands thoroughly.
  • Dry the hands.

As with the task analysis for teeth brushing, breaking down the complexities of such basic hygiene tasks into smaller pieces helps individuals with autism spectrum disorder to build a chain of learning that completes the overall task when the separate steps are linked together. The forward and backward chaining taught as part of these exercises can be transferred to other social and employment situations.

A Look at Other Task Analysis Examples

The range of applications for task analysis in ABA therapy is limited only by the imagination of teachers and the needs of students.

  • Accessible ABA highlights the many ways chaining can be combined with task analysis to teach students with autism spectrum disorder using the methods that are most effective for the way these students learn. A task analysis example demonstrating the versatility of this approach is learning how to put on a pair of pants, which may include steps for sliding each foot into each pant leg one at a time, pulling the pants up, and buttoning and zipping them.
  • Think Psych offers the task analysis example of teaching students with autism spectrum disorder how to eat yogurt, steps for which include opening the refrigerator, taking the yogurt container out, removing the lid of the container, retrieving a spoon from the utensil drawer, using the spoon to eat the yogurt, throwing the empty yogurt container in the trash, and placing the dirty spoon in the dishwasher.
  • The Autism Community in Action explains how to use task analysis to teach a student with autism spectrum disorder how to fold a towel, which starts by laying the towel flat on a table, taking the top corners of the towel in each hand, bringing the top edge down to the bottom edge, bringing the left edge of the towel to the right edge, smoothing the towel flat, and placing the folded towel in a basket or closet.
  • ThoughtCo. provides an example of task analysis with backward chaining to help a student learn how to do laundry. The instruction begins when the load of laundry is completed: The student begins by removing the laundry from the dryer and folding it, and after this step is mastered, the student is shown how to set the dryer and push the start button. The instruction works backward step-by-step through the washing and drying process, culminating with lessons on how to sort the dirty laundry and load it into the washer.

Preparing for a Satisfying Career in ABA Therapy

Task analysis and other ABA techniques are part of a comprehensive evidence-based practice that teaches students with autism spectrum disorder the life skills they will need to live independently. Visual presentation approaches and breaking down complex tasks into a series of simple steps are keys to helping children with ASD process information quickly and simply.

Graduate programs such as Regis College’s masters in Behavior Analysis online prepare students who are starting their careers or looking to advance in their field. Among the career options available to MS-ABA graduates are ABA training coordinator, clinical supervisor, and clinical director. Graduates often work at outpatient care centers or government agencies, or in private practice.

Learn More About ABA Therapy Strategies

Discover more about how Regis College’s online Master of Science in Applied Behavior Analysis degree program helps address the growing need for health professionals trained in task analysis and other ABA methods that help students with autism learn the skills they will need to lead independent lives.

Recommended Readings

What Is Autism Spectrum Disorder and What Should Parents and Educators Know?

Strategies in Behavior Therapy: Creating a Behavior Assessment

Exploring ABA Techniques and Their Role in Treatment

Accessible ABA, “Use Chaining and Task Analysis to Help Your Child with Autism”

American Psychiatric Association, “What Is Autism Spectrum Disorder?”

Association for Science in Autism Treatment, Applied Behavior Analysis (ABA)

Association for Science in Autism Treatment, Behavior Chaining

Association for Science in Autism Treatment, Discrete Trial Instruction

Association for Science in Autism Treatment, Modeling

Association for Science in Autism Treatment, Shaping

Association for Science in Autism Treatment, “Teaching Procedures Using Principles of Applied Behavior Analysis”

Association for Science in Autism Treatment, Verbal Behavior/Applied Verbal Behavior

Autism Classroom, “What You Need to Know About Task Analysis and Why You Should Use It”

The Autism Community in Action , “Developing Lifeskills: How to Teach a Skill”

Autism Grown Up, “Task Analysis as an Evidence-Based Practice”

Autism Speaks , “Applied Behavior Analysis: A Parent’s Guide”

Autism Speaks, Autism Facts and Figures

Autism Speaks, What Is Applied Behavior Analysis?

Behavioral Health Works , “Using a Task Analysis to Teach a Child to Brush Their Teeth”

BetterHelp, “Understanding the Antecedent Behavior Consequence Model”

Indian Journal of Psychological Medicine , “Comprehensive Management of Autism: Current Evidence”

National Professional Development Center on Autism Spectrum Disorders , “Evidence-Based Practice Brief: Task Analysis”

New Behavioral Network, Washing Your Hands — Task Analysis

Psych Central, “ABC’s of Behavior (Antecedent-Behavior-Consequence)”

Psych Central, “Shaping, Chaining & Task Analysis with an Example from Everyday Life”

Research Autism, Applied Behaviour Analysis and Autism

ThinkPsych, Free Resource: Task Analysis Sheet

ThinkPsych, Task Analysis for Getting Dressed and Hygiene

ThoughtCo., “Chaining Forward and Chaining Backwards”

ThoughtCo., “Teaching the Functional Skill of Tooth Brushing”

Total Spectrum, Task Analysis of ADL’s and Multi-Step Directions

U.S. Centers for Disease Control and Prevention, Data & Statistics on Autism Spectrum Disorder

U.S. Centers for Disease Control and Prevention, When and How to Wash Your Hands

Let’s move forward

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Behavioral Health Works

Get Your Child to Brush Their Teeth Using a Task Analysis

Using a task analysis to teach a child to brush their teeth.

Task analysis is a technique that is being applied with a fair measure of success to simplify seemingly complex activities for someone who may have trouble with it otherwise. One such task is the act of brushing your teeth. Something the average adult might take for granted could be quite confusing to the toddler or a child with autism. Thankfully, a task analysis simplifies complex tasks and even seemingly routine tasks to a much more manageable sequence of smaller steps that can help the child master the task.

No More Uncertainty

With something like brushing your teeth, the ultimate aim is to have the child learn to independently brush their teeth so they are clean. Rather than leave it to them to work out the details of how to get from a brush in their hand to sparkling pearly whites, a task analysis gives them a clear set of steps to follow.

Because there is so much detail and clarity in a task analysis, it takes away a lot of the trepidation and concern that a young child may have. The fear of doing something wrong or the chance of an error is significantly reduced. This becomes especially useful if the child is learning a new task for the first time.

Learn Better, Faster

Task analysis is a systematic approach to teaching new skills by breaking a task down into smaller steps. Studies have also shown that this improves the uptake of a new skill and may speed up the learning process itself. Children who learn to brush their teeth through a task analysis led approach mastered the skill much faster than those who were trained using other methods.

Task Analysis for Brushing Your Teeth

If you were to look at brushing your teeth not as one big activity, but a series of steps to achieve the overall end goal of having brushed your teeth, then the merits of the method soon reveal themselves.

  • First, pick up your toothbrush.
  • Open the water tap.
  • Wash and rinse your toothbrush.
  • Next, pick up your toothpaste.
  • Open the lid of the paste.
  • Squeeze out some paste on the brush head.
  • Close the lid of the paste.
  • Put down the toothpaste tube.
  • Brush your teeth
  • Spit out any paste and saliva in your mouth.
  • Open the tap.
  • Rinse the toothbrush.
  • Place the toothbrush back in its holder.
  • Take a rinsing cup.
  • Fill it with water.
  • Rinse your mouth with water.
  • Spit out the water.

As you can see, what may overwhelm a child or someone with autism can be broken into a series of manageable actions to be done. The steps can even be modified and individualized for each child. For instance one child may have 5 steps in their task analysis and another child may have 10. It is not left to the child to figure out what they should probably do next. Instead, task analysis gives them a series of unambiguous instructions. If these steps are followed to the tee, and if used in combination with positive reinforcement, they should be successful in the activity of brushing their teeth.

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Task Analysis in ABA Therapy: Definitions and Examples

In this article, we'll explore the ins and outs of task analysis in ABA therapy and how it can benefit individuals with autism spectrum disorder (ASD).

task analysis brushing teeth autism

Understanding Task Analysis in ABA Therapy

Task analysis is a fundamental technique used in Applied Behavior Analysis (ABA) therapy to teach individuals with autism various skills and tasks. By breaking down complex tasks into smaller, manageable steps, task analysis helps individuals learn and acquire new skills more effectively.

What is Task Analysis?

Task analysis is the process of systematically breaking down a task or skill into smaller, sequential steps. It involves identifying the specific actions or behaviors required to complete a task successfully.

Each step is taught individually, allowing the individual to master each component before moving on to the next. Task analysis is commonly used in ABA therapy to teach a wide range of skills, from basic self-care tasks to more complex social and academic skills.

To illustrate the concept, let's consider an example of task analysis in ABA therapy when teaching a child to tie shoelaces. Instead of attempting to teach the entire skill at once, the task would be broken down into smaller steps, such as crossing the laces, creating loops, and tying a knot.

By breaking down the task into manageable steps, the child can learn and practice each step until they have mastered the skill as a whole.

The Importance of Task Analysis in ABA Therapy

Task analysis plays a crucial role in ABA therapy for several reasons. Firstly, it allows therapists to create individualized and tailored teaching programs based on the specific needs and abilities of each individual. By breaking down complex tasks into smaller steps, therapists can gradually increase the complexity of the task as the individual progresses.

Task analysis also helps individuals with autism develop a clear understanding of the expectations and requirements for completing a task. By providing a step-by-step breakdown, individuals can follow along and understand the sequence of actions necessary for success. This clear structure helps reduce confusion and frustration, promoting a sense of accomplishment and confidence.

Moreover, task analysis enables therapists to implement effective reinforcement strategies and prompts at each step of the task. By systematically reinforcing correct responses and providing prompts when needed, individuals can learn and generalize skills more efficiently. This promotes the development of independence and increases the likelihood of successful task completion.

Understanding the steps involved in task analysis, the use of prompts, and the concept of chaining can enhance the effectiveness of ABA therapy in teaching new skills.

Free Girl drawing in notebook in bed Stock Photo

Components of Task Analysis

Task analysis is a fundamental technique used in Applied Behavior Analysis (ABA) therapy to break down complex tasks into smaller, more manageable steps. This process helps individuals with autism develop new skills and promotes independence. The components of task analysis include breaking down tasks into smaller steps, determining the order of steps, and identifying skills and prerequisites.

Breaking Down Tasks into Smaller Steps

Breaking down tasks into smaller steps is a crucial component of task analysis. It involves dissecting a larger task into smaller, easily achievable steps. This allows individuals with autism to focus on one component at a time, reducing overwhelm and promoting success.

For example, when teaching a child how to brush their teeth, the task can be broken down into smaller steps such as picking up the toothbrush, applying toothpaste, brushing the front teeth, brushing the back teeth, rinsing the mouth, and putting away the toothbrush. Breaking down the task into these smaller steps enables the individual to learn and master each step before moving on to the next.

Determining the Order of Steps

Determining the order of steps is another critical aspect of task analysis. It involves arranging the smaller steps in a logical and sequential order that makes sense to the individual. This step-by-step approach helps individuals with autism understand and follow the sequence of actions required to complete a task.

For instance, in the task of tying shoelaces, the order of steps may include crossing the laces, making a loop with one lace, passing the other lace through the loop, and pulling both ends to tighten the knot. By presenting the steps in a specific order, individuals can develop an understanding of the sequence necessary for successful completion.

Identifying Skills and Prerequisites

Identifying the skills and prerequisites necessary for each step of the task is essential for effective task analysis. It involves determining the specific abilities and knowledge required to perform each step successfully. By identifying these prerequisites, therapists can ensure that individuals have the necessary skills to execute each step of the task accurately.

For example, if the task is making a bed, the skills and prerequisites may include being able to straighten the sheets, arrange the pillows, and pull up the blanket. Each of these steps requires specific motor skills and coordination. Identifying these prerequisites helps therapists tailor their instruction and provide targeted support to individuals during the learning process.

By breaking down tasks into smaller steps, determining the order of steps, and identifying skills and prerequisites, task analysis becomes an effective tool in ABA therapy. Through this process, individuals with autism can develop new skills and achieve increased independence.

Task Analysis Examples in ABA Therapy

Task analysis is a fundamental technique used in Applied Behavior Analysis (ABA) therapy to break down complex skills into smaller, more manageable steps. By breaking tasks into smaller steps, individuals with autism can learn and master new skills more effectively. Let's explore some task analysis examples commonly used in ABA therapy.

Example 1: Brushing Teeth

Task analysis for brushing teeth involves breaking down the skill of brushing teeth into smaller steps. Here is an example of how this task can be analyzed:

‍ 1. Wet the toothbrush

2. Apply toothpaste to the toothbrush

3. Hold the toothbrush with a proper grip

4. Brush the front teeth, using up and down motion

5. Brush the back teeth, using circular motion

6. Spit out the toothpaste

7. Rinse the mouth

8. Rinse the toothbrush

9. Put away the toothbrush

Example 2: Tying Shoelaces

Tying shoelaces can be challenging for individuals with autism. Task analysis can help break down this skill into manageable steps. Here is an example:

‍ 1. Cross the laces over each other

2. Make a loop with one lace

3. Make a loop with the other lace

4. Cross the loops over each other

5. Tuck one loop under the other loop

6. Pull the loops to tighten the knot

7. Repeat the process for the other shoe

Example 3: Making a Bed

Making a bed involves a series of steps that can be broken down using task analysis. Here is an example:

‍ 1. Remove any pillows or stuffed animals from the bed

2. Smooth out the bottom sheet

3. Pull the top sheet and blanket up to the head of the bed

4. Tuck the top sheet and blanket under the mattress at the foot of the bed

5. Place the pillows or stuffed animals back on the bed

6. Arrange any additional blankets or decorative pillows

These task analysis examples provide a glimpse into how complex tasks can be broken down into smaller, more manageable steps. By breaking tasks down and teaching each step individually, individuals with autism can learn and generalize new skills more effectively.

Tips for Effective Task Analysis

To ensure effective implementation of task analysis in ABA therapy, there are several key tips to keep in mind. These tips can help optimize the process and maximize learning outcomes for individuals with autism.

Individualizing Task Analysis

Each individual with autism is unique, with their own set of strengths, challenges, and learning styles. It's important to individualize the task analysis process to cater to their specific needs. Consider the individual's abilities, preferences, and developmental level when designing task analyses.

By tailoring the task analysis to the individual, you can ensure that the steps are manageable and achievable. This helps promote engagement and motivation, as the individual is more likely to experience success. Individualization also allows for the incorporation of personal interests and preferences, making the learning experience more enjoyable and meaningful.

Providing Visual Supports

Visual supports play a crucial role in supporting individuals with autism during task analysis. Visual aids, such as written or pictorial instructions, schedules, and checklists, can enhance understanding and comprehension. These visual supports provide a clear and structured representation of the steps involved in a task, making it easier for individuals to follow along.

Visual supports can be especially beneficial for individuals who are visual learners or who struggle with receptive language skills. The use of visual aids helps break down complex tasks into smaller, more manageable components, reducing overwhelm and promoting independence. Be sure to place visual supports in easily accessible locations and reinforce their use consistently.

Incorporating Reinforcement and Prompting

Reinforcement and prompting techniques are essential components of task analysis in ABA therapy. Reinforcement involves providing rewards or positive consequences to motivate and reinforce desired behaviors. This can include verbal praise, tokens, small treats, or preferred activities.

Prompting techniques, such as verbal, gestural, or physical prompts, help individuals with autism navigate and complete each step of the task. Prompting provides guidance and support, gradually fading as the individual becomes more independent and proficient. It's important to use the least intrusive prompt necessary to ensure success and prevent dependence.

By incorporating reinforcement and prompting effectively, you can enhance the individual's engagement, motivation, and skill acquisition. It's important to individualize the use of reinforcement and prompting techniques based on the individual's specific needs and preferences.

Remember, task analysis is a dynamic process that requires ongoing monitoring, evaluation, and adjustment. Regularly assess the individual's progress, celebrate achievements, and make necessary modifications to promote continuous growth. By following these tips, you can optimize the effectiveness of task analysis in ABA therapy, supporting individuals with autism in mastering new skills and achieving their full potential.

Progress and Success with Task Analysis

Task analysis is a valuable tool in ABA therapy that helps individuals with autism develop and master new skills. By breaking down complex tasks into smaller, manageable steps, task analysis allows for systematic teaching and learning. As individuals progress through their therapy, it's important to monitor their progress, celebrate achievements, and ultimately build independence.

Monitoring and Tracking Progress

Monitoring and tracking progress is an essential aspect of utilizing task analysis in ABA therapy. It allows therapists and parents to assess the effectiveness of the intervention and make any necessary adjustments. Regular data collection and analysis provide valuable insights into the individual's skill acquisition and performance.

ABA therapists often use data collection methods such as frequency counts, duration recording, or correct/incorrect responses to track progress.

By consistently monitoring and documenting the individual's performance, patterns and trends can be identified, allowing for targeted interventions and modifications to the task analysis. This data-driven approach helps ensure that the individual is making steady progress towards their goals.

Celebrating Achievements

Celebrating achievements, no matter how small, is crucial for maintaining motivation and reinforcing positive behavior. When working with task analysis in ABA therapy, it's important to acknowledge and celebrate each step of progress. This recognition can take the form of verbal praise, high-fives, stickers, or other preferred forms of positive reinforcement.

By celebrating achievements, individuals are encouraged to continue working towards their goals. It also helps build confidence and a sense of accomplishment. Celebrations should be tailored to the individual's preferences and interests to maximize their impact. Remember, even the smallest steps forward are significant and worthy of celebration.

Building Independence

The ultimate goal of task analysis in ABA therapy is to build independence and promote the individual's ability to complete tasks without assistance. As progress is made, therapists and parents gradually fade prompts and supports, allowing the individual to take on more responsibility.

Building independence involves systematically reducing the level of assistance provided during each step of the task analysis. This process, known as fading, ensures that the individual becomes proficient in performing the task without reliance on prompts. The fading process should be individualized based on the individual's progress, abilities, and comfort level.

By gradually building independence, individuals develop the skills necessary to perform tasks successfully in various environments and situations. This independence enhances their overall quality of life and promotes their autonomy.

When implementing task analysis in ABA therapy, monitoring progress, celebrating achievements, and building independence are crucial for fostering growth and development. By using data-driven approaches, providing positive reinforcement, and gradually fading supports, individuals can make significant strides towards mastering new skills and achieving greater independence.

Is task analysis only used in ABA therapy for individuals with ASD?

No, task analysis can be used for individuals with a variety of developmental and intellectual disabilities, as well as individuals without disabilities who may need help breaking down complex skills.

How long does it typically take to master a skill using task analysis?

The length of time it takes to master a skill using task analysis varies depending on the individual and the complexity of the skill. However, by breaking down the skill into smaller steps and providing positive reinforcement for each correct response, individuals are able to learn at their own pace and eventually master the entire skill.

Can parents or caregivers use task analysis at home?

Yes! Task analysis can be a helpful tool for parents or caregivers to use at home when teaching new skills. By breaking down the skill into smaller steps and providing positive reinforcement for each correct response, parents or caregivers can help their loved one learn and master new skills.

It's important to note that while task analysis can be helpful, it is always best to work with a trained behavior technician when implementing ABA therapy techniques at home.

Task analysis is a powerful tool used in ABA therapy to help individuals with ASD learn and master a wide variety of skills. By breaking down complex skills into smaller, more manageable steps, individuals are able to learn and master skills that may have otherwise been too overwhelming to tackle all at once.

If you or a loved one are considering ABA therapy, be sure to ask your behavior technician about how task analysis can be used to help achieve your goals.

  • https://raisingchildren.net.au/autism/therapies-guide/incidental-teaching
  • https://www.webmd.com/parenting/what-is-incidental-teaching
  • https://special-learning.com/incidental-teaching/
  • https://www.bhwcares.com/incidental-teaching/

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Applied behavior analysis: the role of task analysis and chaining.

By:   Dr. Cathy Pratt, BCBA-D, Director, Indiana Resource Center for Autism and Lisa Steward, MA, BCBA, Director, Indiana Behavior Analysis Academy

A task analysis is used to break complex tasks into a sequence of smaller steps or actions. For some individuals on the autism spectrum, even simple tasks can present complex challenges. Having an understanding of all the steps involved for a particular task can assist in identifying any steps that may need extra instruction and will help teach the task in a logical progression. A task analysis is developed using one of four methods. First, competent individuals who have demonstrated expertise can be observed and steps documented. A second method is to consult experts or professional organizations with this expertise in validating the steps of a required task. The third method involves those who are teaching the skill to perform the task themselves and document steps. This may lead to a greater understanding of all steps involved. The final approach is simply trial and error in which an initial task analysis is generated and then refined through field tests (Cooper, Heron, Howard, 2020).

As task analyses are developed, it is important to remember the skill level of the person, the age, communication and processing abilities, and prior experiences in performing the task. When considering these factors, task analyses may need to be individualized. For those on the autism spectrum, also remember their tendency toward literal interpretation of language. For example, students who have been told to put the peanut butter on the bread when making a peanut butter and jelly sandwich have literally just placed the entire jar on the bread. It is important that all steps are operationally defined. Below are two examples of task analyses.

Putting a Coat On

  • Pick up the coat by the collar (the inside of the coat should be facing you)
  • Place your right arm in the right sleeve hole
  • Push your arm through until you can see your hand at the other end
  • Reach behind with your left hand
  • Place your arm in the left sleeve hole
  • Move your arm through until you see your hand at the other end
  • Pull the coat together in the front
  • Zip the coat

Washing Hands  

  • Turn on right faucet
  • Turn on left faucet
  • Place hands under water
  • Dispense soap
  • Rub palms to count of 5
  • Rub back of left hand to count of 5
  • Rub back of right hand to count of 5
  • Turn off water
  • Take paper towel
  • Dry hands to count of 5
  • Throw paper towel away

Skills taught using a task analysis (TA) include daily living skills such as brushing teeth, bathing, dressing, making a meal, and performing a variety of household chores. Task analysis can also be used in teaching students to perform tasks at school such as eating in the cafeteria, morning routines, completing and turning in assignments, and other tasks. Task analysis is also useful in desensitization programs such as tolerating haircuts, having teeth cleaned, and tolerating buzzers or loud environments. Remember that tasks we perceive as simple may be complex for those on the spectrum.

Again, the number of steps involved and the wording used will differ dependent on the individual. Determining the steps to a TA as well as the starting point for an individual often requires collecting baseline data, and/or examining the individual’s ability to complete any or all of the required steps. Assessing the individual’s level of mastery can occur in one of two ways. Single-opportunity data involves collecting information on each step correctly performed in the task analysis. Once a mistake is made, data collection stops and no further steps are examined. In multiple opportunity data collection, progress is documented on each step regardless of whether the performance was correct or not. This provides insight into those steps the student can perform and where additional training or support is needed. Remember that once implementation begins, the TA may need to be revised to address any additional needs.

Once a task analysis is developed, chaining procedures are used to teach the task. Forward chaining involves teaching the sequence beginning with the first step. Typically, the learner does not move onto the second step until the first step is mastered. In backward chaining, the sequence is taught beginning with the last step. And again, the previous step is not taught until the final step is learned. One final strategy is total task teaching. Using this strategy, the entire skill is taught and support is provided or accommodations made for steps that are problematic. Each of these strategies has benefits. In forward chaining, the individual learns the logical sequence of a task from beginning to end. In backward chaining, the individual immediately understands the benefit of performing the task. In total task training, the individual is able to learn the entire routine without interruptions. In addition, they are able to independently complete any steps that have been previously mastered.

Regardless of the strategy chosen, data has to be collected to document successful completion of the entire routine and progress on individual steps. How an individual progresses through the steps of the task analysis and what strategies are used have to be determined via data collection.

Cooper, J.O., Heron, T.E, and Heward, W.L. (2020). Applied behavior analysis (3rd Edition). Pearson Education, Inc.

Pratt, C. & Steward, L. (2020). Applied behavior analysis: The role of task analysis and chaining. https://www.iidc.indiana.edu/irca/articles/applied-behavior-analysis.html .

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task analysis brushing teeth autism

Task Analysis In ABA Therapy: Examples & Strategies

One of the key components of ABA therapy is task analysis, a process by which complex skills are broken down into smaller, more manageable steps.

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Task Analysis In ABA Therapy

Applied Behavior Analysis (ABA) is a therapeutic approach that has been shown to be effective in treating a wide range of behavioral and developmental disorders, including autism spectrum disorder (ASD).

What is Task Analysis?

Task analysis is a process of breaking down complex skills into smaller, more manageable steps. This process can be used to teach a wide range of skills, from basic self-care skills like brushing teeth, to more complex skills like social interactions and academic tasks.

Free Unrecognizable professional female psychologist writing on clipboard while sitting against client on blurred background during psychotherapy session in light office Stock Photo

The goal of task analysis is to identify the specific steps that are required to complete a task, and then to teach those steps in a systematic way. By breaking down a task into smaller steps, it becomes easier for the learner to understand and master the skill.

How is Task Analysis Used in ABA Therapy?

In ABA therapy, task analysis is used to teach a wide range of skills, including communication, social skills, self-care, and academic skills. The process typically involves the following steps:

  • Identify the target skill: The first step in task analysis is to identify the skill that the learner needs to master. This could be anything from brushing teeth to solving a math problem.
  • Break the skill down into smaller steps: Once the target skill has been identified, the next step is to break it down into smaller, more manageable steps. For example, brushing teeth might be broken down into steps like "wet toothbrush," "apply toothpaste," "brush front teeth," "brush back teeth," and "rinse mouth."
  • Teach each step: Once the steps have been identified, the therapist will teach the learner how to perform each step in a systematic way. This typically involves a combination of modeling, prompting, and reinforcement.
  • Combine the steps: Once the learner has mastered each individual step, the therapist will begin to combine the steps into a larger sequence. For example, the learner might be asked to brush their teeth from start to finish.
  • Generalize the skill: Finally, the therapist will work with the learner to generalize the skill to other settings and situations. For example, the learner might be asked to brush their teeth at home, at school, or in a public restroom.

What Is the Purpose of Task Analysis?

The purpose of task analysis is to create a clear and concise roadmap for teaching complex skills. By breaking down a skill into smaller, more manageable steps, learners can acquire new abilities with greater ease and efficiency.

Furthermore, task analysis allows therapists to tailor their instruction to the individual learner's needs. For example, if a learner struggles with fine motor skills, the therapist can modify the task analysis by incorporating additional steps that focus on developing those skills.

In addition to helping learners acquire new skills, task analysis also provides a structured framework for measuring progress.

By tracking a learner's ability to perform each step in the task analysis, therapists can identify areas where additional support may be needed and adjust their teaching methods accordingly.

Overall, the purpose of task analysis is to promote success and independence by providing learners with a clear path towards mastery of complex skills.

Benefits of Task Analysis in ABA Therapy

Task analysis has been shown to be an effective way to teach a wide range of skills to individuals with developmental and behavioral disorders. Some of the key benefits of task analysis in ABA therapy include:

  • Breaking down complex skills into smaller, more manageable steps
  • Providing clear and specific instructions for each step of the task
  • Allowing for individualized instruction and support
  • Promoting independence and self-sufficiency
  • Encouraging generalization of skills to other settings and situations

Examples of Task Analysis

Task analysis can be applied to a wide range of skills , making it a versatile tool in ABA therapy. Here are some examples of how task analysis can be used:

Self-care Skills

For individuals with developmental or behavioral disorders, self-care skills such as brushing teeth, washing hands, and getting dressed can be challenging.

By breaking these tasks down into smaller steps using task analysis, therapists can help learners develop the necessary skills to perform these tasks independently.

For example, the task of getting dressed might be broken down into steps like "put on underwear," "put on shirt," "put on pants," and "put on socks."

Social Skills

Social interactions can also be challenging for individuals with developmental or behavioral disorders. Task analysis can be used to break down social skills into smaller, more manageable steps.

For example, the skill of initiating a conversation might be broken down into steps like "approach person," "make eye contact," "greet person," and "ask question." This approach allows learners to develop their social skills in a structured and systematic way.

Academic Skills

Academic skills such as reading, writing, and math can also benefit from task analysis. For example, the task of solving a math problem could be broken down into steps like "read problem," "identify key information," "choose appropriate operation," "solve problem," and "check answer."

By breaking down academic tasks into smaller steps, learners are better able to understand and master the material.

Overall, task analysis is a powerful tool that can be applied to many different areas of life. Its flexibility makes it an essential component of ABA therapy for individuals with developmental or behavioral disorders.

Demonstrating the Task Analysis for Brushing Teeth

To illustrate how task analysis can be used in ABA therapy, let's take a closer look at how it might be applied to teaching a basic self-care skill like brushing teeth.

First, the therapist would identify brushing teeth as the target skill. Next, they would break down the task into smaller steps, such as:

  • Pick up the toothbrush.
  • Turn on the water tap.
  • Wash and rinse the toothbrush.
  • Turn off the water.
  • Pick up the toothpaste tube.
  • Remove the cap from the tube.
  • Place a dab of toothpaste on the bristles of the toothbrush.
  • Put the cap back on the tube of toothpaste.
  • Use the bristle end of the brush to scrub all of the teeth gently.
  • After brushing all the teeth, spit the toothpaste into the sink.
  • Turn on the water.
  • Rinse off the toothbrush.
  • Place the toothbrush back into its holder.
  • Pick up a rinsing cup.
  • Fill it partially with water.
  • Rinse the mouth with water from the cup.
  • Spit the water into the sink.

The therapist would then teach each step to the learner in a systematic way using modeling, prompting, and reinforcement as needed. Once the learner has mastered each individual step, the therapist would begin to combine them into a larger sequence until the learner can brush their teeth from start to finish independently.

Finally, the therapist would work with the learner to generalize this skill by practicing brushing teeth in different settings (at home, school or public restrooms) and ensuring that all necessary steps are being performed accurately.

By breaking down brushing teeth into smaller steps using task analysis, learners can acquire new self-care skills with greater ease and efficiency. This approach not only promotes independence but also encourages generalization of skills beyond just one setting or situation.

Overall, this example demonstrates how task analysis can be used effectively in ABA therapy to teach even basic self-care skills like brushing teeth with great success!

Demonstrating the Task Analysis for Washing Hands

To further illustrate how task analysis can be applied in ABA therapy, let's take a closer look at how it might be used to teach another basic self-care skill such as washing hands.

First, the therapist would identify washing hands as the target skill. Next, they would break down the task into smaller steps, such as:

  • Wet hands with warm water.
  • Apply soap to hands.
  • Rub hands together for at least 20 seconds, making sure to lather all parts of the hand including fingers, nails and wrists.
  • Rinse off all soap from both sides of the hand with running water.
  • Turn off the water tap using a paper towel or elbow.
  • Dry hands completely with a clean towel or air dryer.
  • Use a paper towel to open the door and dispose of it properly.
The therapist would then teach each step to the learner in a systematic way using modeling, prompting and reinforcement as needed.

Once the learner has mastered each individual step, the therapist would begin to combine them into a larger sequence until the learner can wash their hands independently.

Finally, like in brushing teeth example above, generalization of this skill is essential too - The therapist would work with the learner to generalize this skill by practicing washing hands in different settings (at home, school or public restrooms) and ensuring that all necessary steps are being performed accurately.

By breaking down washing hands into smaller steps using task analysis, learners can acquire new self-care skills like brushing teeth with greater ease and efficiency.

This approach not only promotes independence but also encourages generalization of skills beyond just one setting or situation.

Task analysis is a powerful tool for teaching a wide range of skills to individuals with developmental and behavioral disorders.

By breaking down complex skills into smaller, more manageable steps, ABA therapists are able to provide clear and specific instructions for each step of the task.

This approach promotes independence, self-sufficiency, and generalization of skills to other settings and situations.

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August 28, 2020

BREAKING DOWN TASKS

task analysis brushing teeth autism

While most of go about our lives performing our daily living tasks day by day, we don’t really stop to think about how these tasks are actually a complex set of skills built into a sequence. Take washing your hands, for example. First you turn on the water, next you rinse your hands, then turn off the water, after that you reach for the soap….like I said, it’s a sequence of events, not just one action.

Sometimes when teaching kiddos new skills, we have to take the skill or skills in question and break them down into smaller, much more manageable tasks–just like we did in the example above. This particular action is know as a task analysis , and it allows us to practice a smaller skill and, over time, chain multiple skills together until a child can complete the full task.

By chaining several behaviors together, we are able to teach skills such as tying shoes or brushing teeth. Below is an example of a simple and a more detailed task analysis on brushing teeth. Remember your analysis might be shorter or longer than these two; it all depends on where your child is at. There is no real “right” answer for how long it needs to be, just long enough to be able to see which part or steps your child is having difficulty with.

A SHORT TASK ANALYSIS OF BRUSHING YOUR TEETH

  • Pick up toothpaste
  • Twist off cap
  • Apply toothpaste to toothbrush
  • Pick up toothbrush
  • Turn on cold water
  • Wet toothbrush
  • Brush teeth
  • Spit in sink
  • Wash mouth out with water
  • Spit out water
  • Put cap on toothpaste
  • Put toothpaste away
  • Put toothbrush away
There is no real “right” answer for how long it needs to be, just long enough to be able to see which part or steps your child is having difficulty with.

A LONGER TASK ANALYSIS OF BRUSHING YOUR TEETH

  • Find toothpaste and toothbrush
  • Unscrew toothpaste cap
  • Lay cap on countertop
  • Wet bristles of toothbrush
  • Turn off water
  • Apply toothpaste to wet toothbrush
  • Lay toothpaste on countertop
  • Bring toothbrush with paste up to mouth
  • Left back: Top – outside then inside
  • Left back: Bottom – outside then inside
  • Then front: Top – outside then inside
  • Then front: Bottom – outside then inside
  • Then right back: Top – outside then inside
  • Then right back: Bottom – outside then inside
  • Take toothbrush out of mouth
  • Turn water on
  • Spit toothpaste into sink
  • Rinse toothbrush under water
  • Shake water off brush
  • Put away toothbrush
  • Pick up cup
  • Fill cup with cold water
  • Rinse mouth with water
  • Spit water into sink
  • Put away cup
  • Pick up toothpaste tube
  • Pick up toothpaste cap
  • Screw cap back on toothpaste tube
  • Put away toothpaste

“SO, HOW DO I MAKE A TASK ANALYSIS?”

The first step is to figure out what skill you want to teach. Once you have decided the skill you want to teach, you next need to break it down into those smaller steps. There are a few ways to figure out the smaller steps. You can either complete the skill yourself, you can watch an expert do it via a video, or lastly, you can have a family member complete it too and watch them. When having a family member do it, you can teach the skill according to how your family typically performs these tasks.

Each family varies in how they do things, so it’s important to take the steps your family takes into consideration. After watching/completing the step a few times, then it is time to break it down. To break the skill down you need to write out each step that is needed for the skill to be completed. Remember that the more steps you create to put into the task analysis the easier it will be to understand which steps the learner can complete on their own and the ones may be more difficult.

“HOW SHOULD I USE WHAT I JUST MADE?

Once you have broken down the skill, now it is time to test and see what your kiddo can do. The best way to track your kid’s progress is to write the skill down in a list format and indicate which parts of the tasks analysis our child was able to complete and which ones they will need extra support with. You might want to test your child on these skills at least twice to get a “baseline” on where your child is before you start teaching the skill. Once you have your “baseline” you can now start working on the skill with the kiddo. Use the information you collected to see which steps your child is already able to do and which ones they are unable to complete.

SQUEEZE TOOTHPASTE ONTO TOOTHBRUSH

Hold toothbrush under water to get it wet, brush teeth, spit toothpaste into the sink, remember, practice makes perfect.

Keep working with your kiddo on each step until they can complete the step on their own. Once they can complete the step on their own consistently, it is time to add the next step. For example, if I were working on shoe tying, I would start off with the child picking up both laces and just crossing them over. Once the child was able to do this step at least 5 times in a row on their own, I would then add the next step. For my break down, it would be taking one of the laces and passing it under the loop made by crossing the laces during the first step. Now before adding the next step, I would want my child to be able to not only be able to do the first step but also the second step with it at least 5 times on their own before adding the following step. From there you can keep adding steps until the kiddo is able to complete each step in the task analysis independently.

Because we are all unique in how we learn, you might see that you need to break down certain steps further.

TIPS & TRICKS

First off, know that mistakes will happen, and that is OKAY!!! Have a reward for your child to be working for. Sometimes our learners need extra motivation, as these tasks can be incredibly challenging. After all, no one likes doing work for free! When those mistakes happen, you should provide extra assistance to your child. We call that action providing prompts . Prompts are extra help given to the child to ensure they succeed and complete the step. You could provide physical prompts, which would be you doing hand over hand movements with your child to complete the step. If your child understands verbal language you could provide prompts verbally on what to do and what to do next. Another prompt would be to model to your child what the step looks like. You can also add visuals to help show different steps of the task analysis to help remind the kiddo of what to do next when completing the skill (see below for an example of this).

An important thing to consider is that you want to fade your prompts over time, this way the child is completing the steps on their own and not because you are aiding them in completing the steps. For example, if you are providing physical prompts of hand over hand assistance, you than would fade to possible providing physical guidance by touching the elbow.

If you see your child having further trouble with certain steps, you might need to break that skill down further. Remember the more broken down and detailed the steps are, the easier it is to see which specific part/step the kiddo is having the most trouble with. However, as stated above, remember there is no “right” answer on how long it needs to be. The important thing is that you can pinpoint the specific step/part your kiddo is having trouble with. Also, because we are all unique in how we learn, you might see that you need to break down certain steps further, like the long example above, or you might need to have a simple version as the one outlined above. Make changes based on your child’s progress.

Another tip is to know that when working on the different steps in the task analysis, certain steps need to be completed in a specific order, while for other skills the sequence might not make a big difference. For example, when working on toilet training, the task analysis I have created states that the child does the following steps:

  • Pulls up underwear
  • Pulls up pants
  • Flushes toilet

However, when it comes to tracking the progress on these steps for me, it is okay if the child chooses to flush the toilet first before pulling up their underwear and pants. To provide an example of when the order does matter, think of brushing your teeth. It is imperative that the child have toothpaste on the toothbrush before brushing.

Lastly, always reach out to your behavior team at InBloom if you need further help. We’re here to guide your family and kiddo through this journey so that everyone can come out stronger!

ABOUT THE AUTHOR

Michael m, bcba.

Michael earned his undergraduate degree in behavioral science from Western Michigan University in 2014 and moved to Tampa the following year to get his master’s in Applied Behavior Analysis from University of South Florida. He became a BCBA in May of 2018 and began working with InBloom in January of 2020. Michael has worked across a variety of settings, such as group homes, schools, and clinics. Across all those settings he has been able to work with people aging in range of 3 years old to 80 years old.

task analysis brushing teeth autism

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How to Use Chaining to Break Down Complex Tasks for Autistic Children

Topics: Autism & Transitions , Infant/Toddler (0-3) , Elementary (4-12)

How to Use Chaining to Break Down Complex Tasks for Autistic Children

What Is Chaining?

Have you ever sat down with a recipe in front of you and started reading the list of the ingredients and each step in the recipe? Some steps you may already know, but some you may not. Some recipes are simple, and some are much more complex. If you tried making the dish without the recipe, you may leave out an important ingredient, get the measurement wrong, or miss a step. 

Teaching a new or complex skill using an Applied Behavior Analysis (ABA) method called chaining can help a learner who misses steps, performs steps out of sequence, or completes the steps incorrectly. Although chaining is a part of ABA instruction, this method can be used to teach anyone a complex skill where several behaviors are chained together to accomplish a terminal goal. 

Why Is Chaining Beneficial?

In ABA, chaining is the process of connecting smaller individual behaviors in the correct order to complete a more complex behavior. Any task that requires more than one behavior can be taught using a behavior chain. This behavior chain allows a complex task to feel more achievable. The child works on one step at a time independently while receiving assistance in completing the remaining steps in the chain.   

For autistic children, using the process of chaining provides a “recipe” to follow, which clearly outlines the steps and expectations necessary to complete tasks. Some of these tasks include everyday events, such as handwashing, making a bed, brushing teeth, or tying a shoe. 

How to Create a Behavior Chain?

When teaching a child how to use a fork, you first want to lay out the steps involved in the task:

girl with autism using a fork

  • Poke a piece of food with the fork. 
  • Poke the food so that it stays on the fork.
  • Lift the fork to your mouth.
  • Open your mouth.
  • Place the fork with the food in your mouth.
  • Close your mouth.
  • Pull the fork from your mouth without the food.

Next, you want to evaluate if the child successfully performs any of the steps already. For example, does the child already know how to pick up the fork and poke a piece of food? If the child can only pick up the fork, have them complete the first step independently and then prompt and assist the child with all remaining steps. Once each step is mastered at an independent level, move forward to the next step. In the last step, if the entire series was done more independently than the last time, then you would provide a reinforcer, such as verbal praise. Keep repeating the chain until the child masters each step in the correct order and completes the entire task independently.  

Once the behavior chain is laid out step by step, I like to complete the entire chain myself to make sure I did not miss any steps! You would be surprised at how often it happens!  

Here is a look at another example:

Jonah is learning to brush his teeth. He knows where the toothbrush and the toothpaste are kept, and he can identify both objects. First, you want to break down the task of brushing his teeth into small achievable steps. Do not forget to complete the behavior chain yourself to ensure you did not miss any steps. Here we go:

boy with autism brushing teeth

  • He will wet the toothbrush bristles, unscrew the cap, and put toothpaste on the bristles.
  • Then Jonah will open his mouth and begin to brush his top teeth. (This part usually takes time to teach. Show the child using your hand over his hand how to properly brush.)
  • Once Jonah has mastered step 3, you can model for him how to spit into the sink and rinse out his mouth.
  • Once Jonah has mastered those steps independently, he is ready to rinse his toothbrush and put it away.
  • Then he screws the top back on the toothpaste and puts the toothpaste away.
  • Before he leaves the bathroom, Jonah needs to wipe his mouth.

Provide reinforcement each time Jonah completes the first step independently. When you move on to the second step, reinforcement is provided only after Jonah completes both the first and second steps independently. Then reinforcement is provided after he completes steps 1-3 independently and so on.  

Make sure Jonah can perform each step independently 3-4 consecutive times before moving on to the next step. This is a complex behavior that requires time. Feel free to break these steps down into even smaller steps if necessary. Some children need more reinforcement, and that is okay! 

Examples of Reinforcement

Often when you hear or read anything about autism, you come across the word reinforcement. However, what are some good examples of reinforcements when teaching an autistic child new skills? We have put together a small list:

  • Offering praise
  • Giving a thumbs-up
  • Giving a high-five
  • Clapping and cheering
  • Providing a hug
  • Giving a sticker
  • Providing access to a privilege or activity
  • Giving tangible rewards, such as a favorite snack

When working with behavior chains, I usually start with smaller reinforcements such as verbal praise or a high-five and offer a more rewarding reinforcement for more difficult steps or completion of the entire chain. You do not want your child so focused on reinforcement in the first few steps that they do not want to continue with the rest of the behavior chain. I would also consider what type of task the child is working toward completing. For instance, reinforcing with a tangible item is probably not the best choice after brushing your teeth.

mother and daughter with autism high fiving

Visual Schedule

Any time you teach a new skill, creating a visual picture schedule is an effective way to support the child. In this case, you would be able to review the visual schedule with Jonah before attempting the skill. You could also hang the visual close to the sink where Jonah brushes his teeth. Another option is to create a flip book that allows the child to flip through each step, which may promote more independence, or try the STAGES® Learning Sequencing Cards .

Store This Technique in Your Recipe Box

Almost any task that requires more than 3 steps can be broken down and taught effectively using this technique. Chaining is especially helpful when a child can only remember some steps or the beginning steps of a complex task, such as tying a shoe. Store this technique in your “recipe box” so you can use it when you feel it is appropriate! 

Have you used chaining with your child? What has worked and what has not worked? Do you have any questions about chaining? Let us know!

For more specific information on Task Analysis see:

-- Using Task Analysis for Arrival and Dismissal Routines

-- Teaching Multi-Step Skills Through Task Analysis for Students with Autism

-- Using Task Analysis to Develop Independent Living Skills

Marianne Coppola

Written by Marianne Coppola

Marianne Coppola, MHA, ABA works as a child development specialist with toddlers and pre-schoolers. She is passionate about early intervention and finding creative and engaging ways to help children reach developmental milestones. Her work extends to children diagnosed with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Sensory Processing Disorder, Social Anxiety, and Motor Development Delays. She holds an M.A. in Healthcare Administration, and an M.A. in Special Education and Applied Behavior Analysis. She is currently studying to become a Board-Certified Behavior Analyst and is pursuing a PhD in Behavioral Health.

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Task Analysis

This is the process of breaking up a skill or a behavior into smaller, teachable steps.  For example, brushing teeth as a behavior may be broken down into, say, 7 clear steps that can be taught: get toothbrush, squeeze toothpaste on the brush, brush left side teeth, brush center teeth, brush right teeth, rinse mouth, rinse toothbrush.

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task analysis brushing teeth autism

IMAGES

  1. Printable BRUSHING TEETH Visual Schedule Picture Sequence Behaviour

    task analysis brushing teeth autism

  2. Brushing Teeth CHECKLIST / TASK ANALYSIS by Autism Grown Up Resource Center

    task analysis brushing teeth autism

  3. How To Teach Autistic Child To Brush Teeth

    task analysis brushing teeth autism

  4. Sequence- brish your teeth

    task analysis brushing teeth autism

  5. Brushing Teeth Task Analysis by Claire Casademunt

    task analysis brushing teeth autism

  6. Brushing Teeth Task Analysis Visual Schedule and Data Sheet for ABA Therapy

    task analysis brushing teeth autism

COMMENTS

  1. Task Analysis for Brushing Teeth

    Task Analysis for Brushing Teeth | Autism Speaks back Task Analysis for Brushing Teeth A great way to start teaching life skills and building independence is to break up your child's daily routines in a typical day. Use this example of a task analysis for 'brushing teeth' to break down the specific task into its own checklist.

  2. PDF Task Analysis for Brushing Teeth

    Task Analysis for Brushing Teeth Functional Curriculum, Second Edition Edited by Paul Wehman & John Kregal Pro‐ed www.proedinc.com Get your toothbrush case. Unzip the case. Take out toothpaste. Unscrew toothpaste cap. Lay cap on countertop. Turn on cold water. Take out your toothbrush.

  3. PDF Task Analysis: Steps for Implementation

    Task Analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Task analysis is the process of breaking a skill down into smaller, more manageable components.

  4. Teaching Dental Hygiene To Children With Autism

    A task analysis simply takes a given behavior - in this case, teeth brushing - and breaks it down into smaller parts: water on, toothpaste on brush, spit out toothpaste, etc. By breaking down a behavior in this way, you can avoid overwhelming your child and can ensure they understand each smaller part that goes into the complete behavior.

  5. Task Analysis in ABA Therapy: Strategies and Examples

    Task analysis techniques fall into two broad categories, as the Autism Classroom blog explains: The desired skill can be broken into discrete steps that are performed in sequence, such as the appropriate way to wash one's hands. The steps are linked via "chaining," which signals the completion of each step as a cue to begin the next step.

  6. Teaching Multi-Step Skills Through Task Analysis for Autistic Students

    Untwisting a twisted tie. Counting two objects. Place the slices side-by-side on the plate. Knowledge of "side-by-side". Open up the peanut butter jar. Ability to twist off a lid. Put the knife in the jar and while still holding the knife, with the other end, get out about 2 Tbsp of peanut butter.

  7. Teeth brushing with Task Analysis

    Clinical Corner Using a Task Analysis to Teach a Child to Brush Their Teeth Task analysis is a technique that is being applied with a fair measure of success to simplify seemingly complex activities for someone who may have trouble with it otherwise. One such task is the act of brushing your teeth.

  8. Task Analysis

    • Get toothbrush • Squeeze toothpaste onto toothbrush • Replace toothpaste lid • Turn on water • Wet toothbrush • Brush right outer surfaces of teeth • Brush right chewing surfaces of teeth • Brush right inner surfaces of teeth • Brush front outer surface of top and bottom teeth • Brush front inner surface of top and bottom teeth

  9. Training and Assessment of Toothbrushing Skills among ...

    The current study examined the use of a task analysis and BST with in situ assessment to systematically measure and train toothbrushing skills in children with special needs. Training procedures ...

  10. Brushing Teeth Checklist

    Description Use this Brushing Teeth Checklist for hygiene and personal self-care routines. It walks the learner or individual through the steps of brushing their teeth as a hygiene routine. Task analyses, checklists, and visual supports like these are an evidence-based teaching strategy & support for autistic individuals across all ages.

  11. Task Analysis in ABA Therapy: Definitions and Examples

    Example 1: Brushing Teeth. Task analysis for brushing teeth involves breaking down the skill of brushing teeth into smaller steps. Here is an example of how this task can be analyzed: ‍1. Wet the toothbrush. 2. Apply toothpaste to the toothbrush. 3. Hold the toothbrush with a proper grip. 4. Brush the front teeth, using up and down motion. 5.

  12. Applied Behavior Analysis: The Role of Task Analysis and Chaining

    Skills taught using a task analysis (TA) include daily living skills such as brushing teeth, bathing, dressing, making a meal, and performing a variety of household chores. Task analysis can also be used in teaching students to perform tasks at school such as eating in the cafeteria, morning routines, completing and turning in assignments, and ...

  13. Brushing Your Child's Teeth

    There are six steps to brushing: Brush the outside, inside and tops of the bottom back teeth on one side of the mouth five times. Move up and brush the inside, outside and chewing surfaces of the top teeth five times. Brush the bottom front teeth outside and inside five times.

  14. Task Analysis In ABA Therapy: Examples & Strategies

    The process typically involves the following steps: Identify the target skill: The first step in task analysis is to identify the skill that the learner needs to master. This could be anything from brushing teeth to solving a math problem. Break the skill down into smaller steps: Once the target skill has been identified, the next step is to ...

  15. Dental Tool Kit

    Dental Tool Kit Visits to the dentist and oral care at home can be difficult for people with autism. Autism Speaks partnered with Colgate and Philips-Sonicare to create a dental guide and video for families of children with autism and dental professionals. These tools are designed to: help families and caregivers find the right dentist

  16. DOC Center for Applied Behavioral Instruction

    ÐÏ à¡± á> þÿ n p þÿÿÿm ...

  17. Brushing Teeth Task Analysis EDITABLE Visuals and Data Sheet for ...

    Brushing Teeth Task Analysis EDITABLE Visuals and Data Sheet for ABA Therapy 5.0 (1 rating) View Preview ; Grade Levels Not Grade Specific Subjects Special Education, Life Skills, Occupational Therapy Resource Type Printables, For Parents, Posters Formats Included PDF Pages Editable Task Analysis + Data Sheet $5.00 Add one to cart

  18. Teeth Brushing Task Analysis Teaching Resources

    BRUSHING TEETH BUNDLE- visuals/task analyses/sequencing sheets (autism/sped) by. AUsome Adolescents- Shawn Scriffiano. 4.8. (9) $4.00. PDF. This is a bundle of materials to target BRUSHING TEETH. I use visuals and task analyses everywhere in my classroom- ESPECIALLY when teaching self-help skills in the bathroom.

  19. BREAKING DOWN TASKS

    This particular action is know as a task analysis, and it allows us to practice a smaller skill and, over time, chain multiple skills together until a child can complete the full task. By chaining several behaviors together, we are able to teach skills such as tying shoes or brushing teeth.

  20. How to Use Chaining to Break Down Complex Tasks for Autistic Children

    When teaching a child how to use a fork, you first want to lay out the steps involved in the task: Pick up the fork. Poke a piece of food with the fork. Poke the food so that it stays on the fork. Lift the fork to your mouth. Open your mouth. Place the fork with the food in your mouth. Close your mouth. Pull the fork from your mouth without the ...

  21. Autism Hygiene Checklist: A Parent's Guide to Simplifying Personal Care

    For instance, instead of instructing the child to "brush your teeth", the task can be subdivided into a sequence: "pick up your toothbrush, apply toothpaste, brush the top teeth, brush the bottom teeth, rinse the brush, rinse your mouth." By breaking down complex tasks into manageable actions, we can help lessen anxiety, simplify the process ...

  22. PDF Dental Guide

    Brushing and Flossing 3 Brushing Your Child's Teeth •Stand behind your child with their head on your chest. •Put a pea size amount of toothpaste on the center of the brush. •Guide the brush as if you were brushing your own teeth. •There are six steps to brushing: 1. Brush the outside, inside and tops of the bottom back teeth on one side of the mouth five times.

  23. Questions about assessment tasks (brushing teeth, making up story

    Questions about assessment tasks (brushing teeth, making up story) I just had part 3 (of 3) of my adult autism assessment. And there were two pretty strange tasks involved. Thus, I'd love to ask you guys and gals, what the purpose of these tasks are. I cannot get to make sense out of them. So the first one, was the infamous one with the 5 ...

  24. Task Analysis

    This is the process of breaking up a skill or a behavior into smaller, teachable steps. For example, brushing teeth as a behavior may be broken down into, say, 7 clear steps that can be taught: get toothbrush, squeeze toothpaste on the brush, brush left side teeth, brush center teeth, brush right teeth, rinse mouth, rinse toothbrush.