Education and Training in Developmental Disabilities - Division on ...

TABLE 1
Task Analyses of Target Food Preparation Skills
all of the steps of the task analysis, even if
errors occurred.
Basel<strong>in</strong>e/probe procedures. Basel<strong>in</strong>e conditions
occurred prior to <strong>in</strong>tervention. The
teacher collected basel<strong>in</strong>e data on each skill <strong>in</strong>
a one-to-one format for a m<strong>in</strong>imum of two
sessions or until data were stable. A trial began
with the teacher stat<strong>in</strong>g the Sd (i.e., “Cook the
.”). She then waited 5 s for the student to
<strong>in</strong>itiate the first step of the task <strong>and</strong> 20 s for
the student to complete the first step of the
task. If the student completed the step correctly,
the teacher marked a () on the data
sheet, delivered verbal praise, <strong>and</strong> waited 5 s
for the student to <strong>in</strong>itiate the next step <strong>and</strong>
20 s for the student to complete the step. If
the student made an <strong>in</strong>correct response or no
response, the teacher recorded the type of
error <strong>and</strong> told the student to turn away while
Microwav<strong>in</strong>g Macaroni <strong>and</strong> Cheese
1. Wash h<strong>and</strong>s. 1. Wash h<strong>and</strong>s. 1. Wash h<strong>and</strong>s.
2. Get saucepan. 2. Get Mac-cheese packet. 2. Get out plate.
3. Get spoon. 3. Get medium size bowl. 3. Get two slices of bread.
4. Get Ramen Noodles. 4. Get spoon. 4. Get peanut butter.
5. Get 1 C. measur<strong>in</strong>g cup. 5. Get 1/3 C. measur<strong>in</strong>g cup. 5. Get jelly.
6. Place saucepan on front
left burner.
6. Open macaroni packet. 6. Get knife.
7. Go to s<strong>in</strong>k with
measur<strong>in</strong>g cup.
7. Put macaroni <strong>in</strong> bowl. 7. Open peanut butter.
8. Fill measur<strong>in</strong>g cup to top 8. Fill 1/3 C. measur<strong>in</strong>g cup 8. Open jelly.
with water.
with water.
9. Pour <strong>in</strong> saucepan. 9. Pour <strong>in</strong>to bowl. 9. Put knife <strong>in</strong> jar <strong>and</strong> get
peanut butter.
10. Fill measur<strong>in</strong>g cup to top 10. Fill 1/3 C. measur<strong>in</strong>g cup 10. Spread peanut butter on one
with water.
with water.
bread slice.
11. Pour <strong>in</strong>to saucepan. 11. Pour <strong>in</strong>to bowl. 11. Put knife <strong>in</strong> jar <strong>and</strong> get jelly.
12. Turn temperature dial to 12. Put bowl <strong>in</strong>to microwave. 12. Spread jelly on other bread
10.
slice.
13. Wait for water to boil. 13. Set microwave for 4 m<strong>in</strong>utes. 13. Put two slices together.
14. Open Ramen Noodles. 14. Wait for beep. 14. Clean up.
15. Put noodles only <strong>in</strong>to
water.
15. Take bowl out of microwave.
16. Set timer for 3 m<strong>in</strong>utes. 16. Open cheese packet.
17. Wait 3 m<strong>in</strong>utes. 17. Pour cheese onto noodles.
18. Turn dial to off. 18. Stir with spoon.
19. Open season<strong>in</strong>g packet.
20. Pour contents <strong>in</strong>to water.
21. Stir.
22. Clean up.
19. Clean up.
38 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-March 2005
she completed the step for the student. She
then stated a verbal Sd to perform the next
step <strong>and</strong> waited 5 s for the student to <strong>in</strong>itiate
the step <strong>and</strong> 20 s for the student to complete
the step. The process cont<strong>in</strong>ued until the student
completed the task analysis. Throughout
the session, the teacher praised attention on a
variable ratio schedule of every two steps
(VR2).
Independent variable. The teacher began <strong>in</strong>struction
after basel<strong>in</strong>e data were stable. Instructional
sessions occurred <strong>in</strong> a one-to-one
format with the student st<strong>and</strong><strong>in</strong>g <strong>in</strong> front of
the television. The teacher counterbalanced
which student went first each day <strong>and</strong> used a
CTD procedure with video prompt<strong>in</strong>g to
teach each targeted cook<strong>in</strong>g skill. Each <strong>in</strong>structional
session began with the teacher deliver<strong>in</strong>g
an attentional cue (i.e., “Let’s cook.”).