Task analysis is the process of breaking a skill into smaller, more manageable steps in order to teach the skill. As the smaller steps are mastered, the learner becomes increasingly independent in his or her ability to perform the larger skill. This module will provide information on task analysis.
Identify the basic parts of task analysis, including how to break a skill down into smaller parts, determine how the skill will be taught, implement the intervention, and monitor progress
Identify resources to use when developing a task analysis
Apply task analysis to interventions for learners at the preschool, elementary, and secondary grade levels
Ellen Franzone, M.S.
Ellen Franzone has a Masters degree in Speech and Language Pathology. She worked as a speech-language therapist from 1998 to 2008. She began her professional career with the Portage Project's Birth-3 program, providing home-based services to infants and toddlers, along with their families. She later worked as an SLP with an early childhood program, providing support to students in special education classrooms as well as inclusive community settings. Prior to joining the National Professional Development Center on Autism Spectrum Disorders, Ms. Franzone was employed in an elementary school, providing speech and language services to students with a variety of skills and needs. She is currently a principal in Wisconsin.
Kate Szidon, M.S.
Kate Szidon earned her M.S. in Special Education at the University of Oregon through a specialized training program in Transition. Kate joined University of Wisconsin-Madison's Waisman Center in the summer of 2009.Â She works on grant funded projects supporting special education professionals and families raising children with autism spectrum disorders. Prior to this, Kate taught special education for fourteen years providing district-wide technical assistance and support, and teaching special education in a variety of settings and roles including high school transition coordinator, autism teacher, and reading and math support teacher for all levels of school-age students.
National Professional Development Center on Autism Spectrum Disorders
The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. The work of the NPDC was a collaboration among three universities-the University of North Carolina at Chapel Hill, the University of Wisconsin at Madison, and the MIND Institute, University of California-Davis. The goal of the NPDC was to promote the use of evidence-based practices (EBPs) for children and youth with ASD, birth to 22 years of age.
Module Content Provided By
Content for this module was developed by The National Professional Development Center On Autism Spectrum Disorders
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