Table of Contents:

1. Blank Task Analysis

2. Brushing Teeth
3. Using the Bathroom
4. Setting the Table
5. Peer Play with Trains
6. Tying Shoe (1)
7. Tying Shoe (2)
8. Dialing 911
9. Washing Hands (1)
10. Washing Hands (2)
11. Cutting Paper
12. Using Dictionary (1)
13. Using Dictionary (2)
14. Locating Website
15. Purchasing Item in Grocery Store
16. Alternative Task Analysis Format
17. Prerequisite and Long Term Planning Goal Example
18. Bathroom Visual Supports

Austin, K. M. (2011). Task analysis supplement. Richmond, VA: Virginia National Professional
Development Center on Autism Spectrum Disorders Summer Institute.
 Task Analysis

Student: ____________________ Target Skill: _____________________

Prompt: _______________________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

1
 Task Analysis

Student: ____________________ Target Skill: __Brushing Teeth______

Prompt: _”Brush your teeth”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Obtains materials
2. Takes cap off toothpaste
3. Puts paste on brush
4. Replaces toothpaste cap
5. Wets brush
6. Brushes left outer surfaces
7. Brushes front outer surfaces
8. Brushes right outer surfaces
9. Brushes lower right chewing
surfaces
10. Brushes lower left chewing
surfaces
11. Brushes upper left chewing
surfaces
12. Brushes upper right chewing
surfaces
13. Brushes upper right inside
surfaces
14. Brushes upper front inside
surfaces
15. Brushes upper left inside
surfaces

2
 Task Analysis

16. Brushes lower left inside

surfaces
17. Brushes lower front inside
surfaces
18. Brushes lower right inside
surfaces
19. Spits out excess toothpaste in
sink
20. Turns on water
21. Fills cup with water
22. Rinses mouth
23. Rinses toothbrush
24. Turns off water
25. Wipes mouth and hands with
towel
26. Returns materials

2
 Task Analysis

Student: ____________________ Target Skill: _Using the Bathroom___

Prompt: _”Go to the bathroom”____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Goes to the bathroom

2. Closes bathroom door
3. Pulls down pants
4. Pulls down underwear
5. Sits on toilet
6. Voids in toilet
7. Reaches for toilet paper holder
8. Takes 5 pieces of toilet paper
9. Wipes with toilet paper
10. Drops paper in toilet
11. Stands up
12. Pulls up underwear
13. Pulls up pants
14. Flushes toilet
15. Washes hands
16. Exits bathroom

3
 Task Analysis

Student: ____________________ Target Skill: _Setting the Table______

Prompt: _”Set the table”__________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Gathers Supplies

2. Puts down the placemat

3. Puts the large plate in the

center of the placemat
4. Puts the small plate in the
upper left hand side of the
placemat
5. Put the butter knife on the
small plate
6. Places the napkin to the left of
the large plate
7. Puts the knife and spoon to
the right of the large plate
8. Puts the fork to the left of the
large plate on the napkin
9. Puts the dessert spoon and
fork horizontally at the top of
the large plate
10. Puts the glass to the upper
right of the large plate near
the tip of the knife

4
 Task Analysis

Student: ____________________ Target Skill: _Play Activity with Trains

Prompt: _”Time for trains”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Asks peer to play

2. Tells peer, “Let’s play trains”

3. Gives peer at least two tracks

4. Tells peer, “Let’s make a train”

5. Asks peer for train pieces

6. Puts train pieces together with

peer’s pieces

7. Asks peer for animals to put on

train

8. Moves train around track

9. Tells peer, “Your turn!”

10. Tells peer, “That was fun!”

5
 Task Analysis

Student: ____________________ Target Skill: _Tying Shoes (Short)____

Prompt: _”Tie your shoe”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Grabs one lace in each hand

2. Pulls the shoe laces tight with

a vertical pull

3. Crosses the shoe laces

4. Pulls the front lace around the

back of the other

5. Puts that lace through the hole

6. Tightens the laces with a

horizontal pull

7. Makes a bow

8. Tightens the bow

6
 Task Analysis

Student: ____________________ Target Skill: _Tying shoes (long)_____

Prompt: _”Tie your shoe”__________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Pinches the laces

2. Pulls the laces to tighten
3. Hangs the ends of the laces
from the corresponding sides
of the shoe
4. Picks up the laces in the
corresponding hands
5. Lifts the laces above the shoe
6. Crosses the right lace over the
left one to form a tepee
7. Brings the left lace toward the
student
8. Pulls the left lace through the
tepee
9. Pulls the laces away from one
another to tighten
10. Bends the left lace to form a
loop
11. Pinches the loop with the left
hand
12. Brings the right lace over the
fingers and around the loop
13. Pushes the right lace partially
through the hole to create
second loop
14. Pulls the loops away from one
another to tighten

7
 Task Analysis

Student: ____________________ Target Skill: _Dialing 911__________

Prompt: _”Help! Call 911!”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Locates the phone receiver

2. Picks up the receiver

3. Puts receiver to ear

4. Listens for dial tone

5. Uses pointer finger to press

the “9” button
6. Uses pointer finger to press
the “1” button
7. Presses the “1” button again

8. Waits for the person to answer

9. Tells the person “There is an

emergency”
10. Gives address

11. Listens to emergency

personnel
12. Answers questions

13. Leaves phone off the hook

unless told by the 911
operator to hang up
 Task Analysis

Student: ____________________ Target Skill: _Washing Hands (short)_

Prompt: _”Wash your hands”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Turns on cold water

2. Turns on hot water
3. Places hands under water
4. Places one hand under & one
hand on soap dispenser
5. Pushes pump down
6. Rubs soap between hands
7. Rubs back of right hand
8. Rubs back of left hand
9. Rinses hands
10. Turns off hot water
11. Turns off cold water
12. Finds paper towels
13. Dries palms of both hands
14. Dries backs of both hands
15. Throws away towels

8
 Task Analysis

Student: ____________________ Target Skill: _Washing hands (long)__

Prompt: _”Wash your hands”_______
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Places right hand on cold

water handle
2. Turns on cold water

3. Places left hand on hot water

handle
4. Turns on hot water

5. Places right hand on soap

pump
6. Places left hand under soap
pump
7. Pushes pump down twice

8. Rubs soap between hands for

3 seconds
9. Rubs back of right hand for 3
seconds
10. Rubs back of left hand for 3
seconds
11. Places both hands together
under water
12. Rubs palms together under
water for 3 seconds
13. Places one hand on top of
other hand under water and
rubs for 3 seconds

9
 Task Analysis

14. Rubs opposite hand on top of

other hand under water and
rubs for 3 seconds
15. Places left hand on hot water
handle
16. Turns off hot water

17. Places right hand on cold

water handle
18. Turns off cold water

19. Locates paper towel holder

20. Grabs 2 paper towels

21. Rubs palms of both hands

22. Rubs back of one hand

23. Rubs back of other hand

24. Locates trash can

25. Throws paper towels in trash

9
 Task Analysis

Student: ____________________ Target Skill: _Cut paper in half_____

Prompt: __”Cut”_________________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Picks up scissors with non-

dominant hand
2. Puts dominant hand thumb in
small hole
3. Puts dominant hand middle
fingers in large hole
4. Positions dominant hand
thumb up
5. Picks up paper with non-
dominant hand
6. Orients paper so line is aligned
with the scissors
7. Snips on line

8. Stops before scissors are fully

closed
9. Opens scissors and moves
forward
10. Repeats 7,8, & 9 until paper is
cut in half

10
 Task Analysis

Student: ____________________ Target Skill: Look up word in

dictionary (version 1)
Prompt: _”Look up this word”____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Point to target word

2. Opens dictionary to first page

in section corresponding to
first letter
3. Determines if word is within
range of guide words

4. If no, turns pages until target

word is within guide word
range
5. With word in guide word
range, runs finger down page
and stops at target word
6. Copies a definition of target
word

11
 Task Analysis

Student: ____________________ Target Skill: Look up word in

dictionary (version 2)
Prompt: _”look up this word”_____
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Underlines first letter in target

word

2. Turns to first page of

dictionary starting with first
letter
3. Underlines second letter of
target word

4. Turns pages of dictionary until

first word with first and second
letter is located
5. Repeats steps 3 & 4 for
subsequent letter until target
word is located
6. copies a definition of target
word

12
 Task Analysis

Student: ____________________ Target Skill: _Locate website_______

Prompt: _”You can use the internet”
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Presses the computer power

button
2. Presses the monitor power
button
3. Places hand on the mouse
4. Moves the cursor with the
mouse until it points to the
Internet Explorer icon
5. Double clicks the Internet
Explorer icon
6. Moves the cursor with the
mouse to the Google search
box
7. Left clicks in the box

8. Types in the search topic of

interest
9. Hits the “enter” button on the
keyboard
10. Places hand back on the
mouse
11. Moves the cursor with the
mouse down to the website of
choice
12. Single clicks on the website of
choice

13
 Task Analysis

Student: ____________________ Target Skill: Purchase item at Grocery Store

Prompt: _”Go Buy ____”_________
Describe each step, in order, for the behavior. Then, for each date on which the behavior is
practiced, record the level of independence for each step of the behavior. Use the following
symbols for your records:
I Independent, Correct V Verbally Prompted
M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1. Walks to store’s entrance door

within 1 minute of start
2. Pauses at entrance door until
the automatic door opens
3. Goes through the door(s)

4. Walks in the store

5. Obtains grocery basket

6. Looks around the store

7. Walks in the direction of the

item
8. Locates the section (e.g. dairy
section in aisle 20)
9. Locates the item (e.g. milk)

10. Locates the correct brand (e.g.

Purity)
11. Locates correct size (e.g. 1 gal.)

12. Selects correct type (e.g. 2%)

13. Goes directly to the cashier to

pay for the item

14
 Task Analysis

14. Looks for an available cashier

15. Goes to that lane

16. Waits in line for his/her turn

17. Moves up with the line

18. Puts item on the counter

19. Waits for his/her turn

20. Attends to clerk telling the

amount of the purchase
21. Takes money out of his/her
pocket or wallet
22. Hands appropriate
combination of bills to clerk
23. Waits for clerk to put money in
cash register
24. Takes the change from the
clerk
25. Places change in his or her
pocket or wallet
26. Tells clerk “Thank you”

27. Picks up packages from clerk

28. Walks to the store’s exit door

within 1 minute of getting
package from clerk
29. Exits store

14
 Task Analysis
Student Name: ____________________________________ Grade: __________________

Instructional Task:
_____________________________________________________________________________________
_____________________________________________________________________________________
Student Performance:
_____________________________________________________________________________________

KEY: I – Independently V – Verbal/signed prompt M – Modeled prompt

T – Touch Cue Dates PP- Partial Physical prompt F – Full physical

Task Analysis Steps:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Notes:

Task Analysis/Level of Prompting Data Sheet (10 steps)

15
 Task Analysis

Blank Data Sheet

Instructions: List task analyzed skill steps in order starting with step 1 at the bottom of
the data sheet. Data is collected from bottom to top of the column by coding level of
prompts required for learner to produce a correct response at each step. Once data are
collected, teacher can graph data right on the table by counting # of independent
responses for the task analyzed skill and marking at the corresponding step # (see
completed example on page 16).

Student:________________ Instructor:______________ Location: _____________

Objective: _____________________________________________________________

Prompt codes: I independent / V verbal cue / G gesture / P physical assist

Steps:
19.
18.
17.
16.
15.
14.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Date:
Adapted from: Alberto & Troutman, 2006

16
 Task Analysis

Example of Task Analysis Prerequisites and Long Term Planning

Objective: Given a pair of scissors and a 10cm x 10cm sheet of paper with a 0.5cm line bisecting
it, the learner will cut the paper in half without deviating from the line. Criterion: 3/3 trials on 3
consecutive days.
Components of Task
(1) Picks up scissors with non-dominant hand.
(2) Puts dominant hand thumb in small hole.
(3) Puts dominant hand middle finger in large hole.
(4) Positions dominant hand thumb up.
(5) Picks up paper.
(6) Orientates paper so line is parallel to scissors.
(7) Snips on line.
(8) Stops before scissors fully closed.
(9) Opens scissors and moves forward.
(10) Repeats (7), (8) and (9) until paper is cut in half.

Hypothetical order of difficulty:

(1) Picks up scissors.
(2) Snips (paper held by instructor).
(4) Snips and holds paper.
(3) Opens scissors.
(4) Places scissors on dominant hand.
(5) Stops before fully closed.
(6) Opens scissors and moves forward.
(7) Continuously cuts through paper.

Task Complexity
(1) Cuts 5cm square with 1cm thick line.
(2) Cuts 10cm square with 1cm thick line.
(3) Cuts 5cm square with 0.5cm thick line.
(4) Cuts 10cm square with 0.5cm thick line.

Prerequisites (This sequence is based on a developmental model and considers the

developmental prerequisites for the skill):
(1) Brings hands to middle of body.
(2) Reaches, grasps, and holds two objects simultaneously.
(3) Brings thumb and finger together in opposition to pick up object.
(4) Moves thumb and finger apart in opposition to release object.
(5) Holds paper without crushing while another person cuts with scissors.
(6) Snips paper while held by instructor.
(7) Holds paper and snips.
(8) Holds paper, cuts (without fully closing scissors and pushes paper forward).

17
Task Analysis

18
 Task Analysis

Sources
Many of the task analysis examples were compiled from the following sources:

18
 Task Analysis

Carter, M., & Kemp, C. R. (1996). Strategies for task analysis in special education.

Educational Psychology, 16(2), 155.

Goodson, J., Sigafoos, J., O’Reilly, M, Cannella, H., & Lancioni, G.E. (2006). Evaluation

of a video-based error correction procedure for teaching a domestic skill to

individuals with developmental disabilities. Research in Developmental

Disabilities, 28, 458-467.

Liber, D., Frea, W., & Symon, J. (2008). Using time-delay to improve social play skills

with peers for children with autism. Journal of Autism and Developmental

Disorders, 38, 312-323.

Matson, J., Taras, M., Seven, J., Love, S., & Fridley, D. (1990). Teaching self-help skills

to autistic and mentally retarded children. Research in Developmental

Disabilities, 11, 361- 378.

McIntyre, T. (2011). Task Analysis. Retrieved from

http://behavioradvisor.ipower.com/TaskAnalysis.html

Miguel, S. (2008). Potty/toilet sequence (Boy). Retrieved from

http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila

Miguel, S. (2008). Potty/toilet sequence (Girl). Retrieved from

http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila

Ponte, W. (2006). Autism: A sample task analysis in ABA. Retrieved from

http://www.mothering.com/education/autism-sample-task-analysis-aba

Szidon, K., & Franzone, E. (2010). Task Analysis: Online Training Module. (Madison,

WI: National Professional Development Center on Autism Spectrum Disorders,

 Task Analysis

Waisman Center, University of Wisconsin). In Ohio Center for Autism and Low

Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org.

Columbus, OH: OCALI.