Task Analysis

Adaptive Behavior: The following ten steps are the steps in the task analysis. Along with each
of the steps I put a prompt along with it that represents the level of prompting that this student
needs to complete the task. These prompts will fade; however, this is the first basis that the
student will begin with. These are the first prompts that I believe the student needs, and the
independent prompting are what I believe the student already can do on their own.
1. Walk up to sink I
2. Turn water handle on PP
3. Wet hands under sink V
4. Put left hand under soap pump V
5. With right hand push down on pump one-time FP
6. Rub hands together until there are bubbles on all sides of hands PP
7. Rinse hands under water until all bubbles are gone M
8. Turn off the water handle PP
9. Get a paper towel and dry hands M
10. Throw out paper towel V

Forward Chaining with a latency of 0 seconds: In forward chaining this technique moves a
child from the first part of a task to the end. Each step must be mastered before the next step in
the task analysis is added. I would teach the adaptive behavior with a latency of 0 seconds to
prevent errors before they even happen while teaching the task. While teaching each step, the
student would get reinforced once they have mastered that task number we are at. At first, I
would teach walk up to sink, using any prompts necessary and every time the student
successfully completes that step they get reinforced. In this case, I would reinforce by saying,
“good job!” Once I feel that student is successful in that step, I would fade the prompt to one less
intensive so that the student does not become prompt dependent. Below are the steps that would
be taught in the order along with the reinforcement that I would provide after the student has
mastered the step.
1 R+
1, 2 R+
1, 2, 3, 4 R+
1, 2, 3, 4, 5, R+
1, 2, 3, 4, 5, 6 R+
1, 2, 3, 4, 5, 6, 7 R+
1, 2, 3, 4, 5, 6, 7, 8 R+
1, 2, 3, 4, 5, 6, 7, 8, 9 R+
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 R+

Prompts (Strategy) Prompt Fading: To teach the student this task analysis I will use
prompting and fade these prompts once necessary to do so. I have previously picked out the first
prompts needed for each step of the task analysis, and those are what the student will need when
first being taught the behavior. I will work on the first step necessary and then once it can be
independently done, move on to getting the next step to be independent, and so forth. It will not
be a jump from the first prompt to independency though, the prompts will need to fade to the
independent level. Also, I would need to figure out the right time to fade the prompts so that the
student does not become prompt dependent, if the student did it would be my fault that they may
not get to the independent level.

Prompt Hierarchy: This is the prompt hierarchy level I would use to teach the task analysis
behavior to the student. I would start at whatever basis the student needs to complete the step,
and the gradually fade the prompt to get to a less intensive prompt. This would be over a period,
and we would celebrate the little steps in success. Independent would be the student can do the
step completely on their own with no support. Verbal is the ability to complete the step with just
words explaining the step from the teacher. Modeling is when the student can copy what the
teacher shows them in the moment to do, so almost mimicking the task. Partial Physical is the
teacher physically helping the student, so for example moving the student’s hands towards the
faucet. Lastly, Full Physical is the teacher physically helping the student do the entirety of the
step, for example, helping the student scrub their hands under the faucet.
Independent (I) < Verbal (V) < Model (M) < Partial Physical (PP) < Full Physical (FP)
Less Intensive --------------------------------------------------------------------------------More Intensive

Errorless Teaching:
Starts at most intensive prompts first and fades to fewer intensive prompts. This is to help
prevent the errors from happening, rather than correcting them after they happen. With this I
used a 0 second latency when using the prompting for the task analysis. Using the 0 second
latency leaves no time for the student to incorrectly do a step, since the teacher will immediately
step in and help with the task using whatever prompting is necessary for that step. For example,
with step three with verbal prompting, I would immediately tell the student to wet hands under
the sink, so there is no room for them to do anything differently.
 Lesson Plan
Backward Design Planning
Accommodations for student are in red

Student Name: Madison Purich School: Kutztown University Date: 3/21/19

Grade: Second Group Size: 20

Disability and Characteristics:

Student in this classroom has spastic cerebral palsy and an intellectual disability. The young boy
is nonverbal as well, so he communicates through AAC.

Subject: Personal Hygiene

Title: Washing Hands

PA Core Standard:
Standard-10.2.2.A1
Identify personal hygiene practices and community helpers for good health.

PA Connector (if available): N/A

Strand: N/A

Stage 1: Desired Results

Understanding(s):
Students will be able to understand…
• Why and how to wash their hands
• When they should wash their hands
• How germs can be spread through hand shaking
• To prevent germs from spreading through washing their hands
Student will get separate steps that show how to wash their hands (because he will need the
prompting as well). There will be included pictures that go along with every single step, so that
the student has a reference to remind them of what is expected in each step. He will still be
expected to know about germs and how hand washing prevents them from spreading, but I will
give a paper with a few bullet points of information, so he knows what is expected to come in
this lesson, but only include information that is very important, and he is expected to be able to
refer back to.

Essential Question(s):
• Why do we wash our hands?
• How do we wash our hands?
• Can germs be spread through hand shaking?
• When should we wash our hands?
Due to the students ID, I would include these prompting questions on the paper with the
information as well. Questions can be altered based on what information the student already
knows and what specifics are expected of him. This will serve as a reference point throughout
the entire lesson.

Established Objective(s):
Students will be able to identify personal hygiene practices through explaining the steps in
written words, and showing they know how to properly wash their hands.
The student will not use written words, but instead have a long strip of paper with Velcro along
it. He will be given large laminated and sturdy cards that have all the steps of his hand washing
routine on them. He will instead have to put these in order. Since the student has spastic cerebral
palsy, hand writing could be difficult, and the cards will be big enough that he can grab them and
place them in order. These cards can then serve as a reference, so he can easily look back at the
steps in case he ever forgets or needs a small reminder. As for washing hands, he will show
effort in the steps with prompting for his task analysis when the teacher works on hand washing
with him.

Foundational Knowledge:
Students will need to know…
• What germs are
• Basic understanding of how to wash their hands
On the piece of paper that has various information on the lesson, will also be a basic explanation
of what germs are since this is prerequisite information. The student has an ID, so providing this
information will help him know what is going to be talked about within the lesson, while also
help lessen his frustration.

Key Knowledge/Competencies/Skills:
• Fine and gross motor skills
• Listen and engage in classroom discussions
• Listen and follow instructions given by teacher
• Knowledge on personal hygiene
For the motor skills, as stated before, the student will be giving an alternate assignment that he is
able to complete while still understanding the same content as the rest of the class. The student
will communicate through and AAC device while necessary when engaging with peers during
the activity as well as the teacher. The information on personal hygiene would have previously
already been touched upon on his paper, so he is aware of the lesson beforehand.

Key Vocabulary, Concepts, and/or Symbols:

• Germs: bacteria that leads to infections and sickness (will be taught through discussion in
the previous day, making students aware of this lesson that was to come)
• Washing hands: the act of cleaning hands for the purpose of removing dirt and germs
from hands (is taught because all students know at least washing hands is, and know how
to do it to some level)
As stated before, this type of information will be on the piece of paper for him, but also be
shortened so that he can easily pick out the big ideas of the lesson without all the small
unnecessary details. This will help lesson his frustration and help him in understanding what is
important in the lesson, this takes the students specific ID into consideration.
Duration: The lesson will last one class of roughly 60 minutes.

Stage 2: Assessment Evidence

Performance Task(s): After going over the video and class activity along with a discussion,
students will write down what they think are the steps to washing hands. Along with this,
students will show they can successfully and properly wash their hands.
As stated above, due to fine/gross motor skills as well as the spastic cerebral palsy, the student
will have the alternate assignment of putting steps in order, that still contains the same content.
Plus, student has prompting with washing hands, so will have more individualized work before
being expected of washing hands on his own.

Other Evidence: Students will be asked to work cooperatively with peers during an activity in
which they have to orally explain their findings. Students will be asked to represent hand shaking
when hands are washed vs not being washed and explain which they think is better and why
within small groups before having a whole class discussion.
The student is nonverbal, so for the part where students must talk to each other, he can use AAC
to be able to communicate with his peers and teacher. For the hand shaking part, this would be
challenging due to the spastic cerebral palsy, so an accommodation is down below with the steps
of that section in the lesson.

Stage 3: Learning Plan

Learning Activities:

Materials:
• Smartboard (for video)
• Paper
• Flour
• Soap
• Water
• Paper towels

Suggested Instructional Strategies: List ALL instructional strategies.

• Encourage students to participate in classroom discussions
• Walk around while students are doing activities/independent work to keep everything on
track
• Ask questions to make sure students are paying attention
All students in this classroom, will be previously taught how to communicate with the student
who is nonverbal so that he can successfully be included in the activities.

Instructional Procedures

Anticipatory Set: Before beginning lesson ask students, “Does anyone know when we
should wash our hands.?” Also, ask students, “Why do we wash our hands?” Have this
discussion with the class and then show video from BrainPOP Jr. titled, “Washing
 Hands.” This will get students thinking about the information and lesson before going in
depth just yet.
https://jr.brainpop.com/health/bewell/washinghands/
Since the student has an ID and was already previously provided a paper with basic information,
he can use that to refer to during this part especially. He can have a little heads up of what to
come, and what kind of questions will be asked so he can get together an answer. He can use his
device to communicate during the entirety of this lesson.

Model:
• Before handing out any materials explain the entire lesson of what they will be
doing to the students
• Explain this…
o Students will be doing an activity to see how germs spreading when
washing hands vs not washing hands
o They will each be given a little flashcard (some will have a red circle
indicating that they will have the flour on their hands) in this case flour is
representing the germs (teacher will indicate on the board what students
ended up starting with the flour)
o At first, only the students with the red circle will have flour on their hands
while all other students without the red circle will have no flour
o All students will have to go around and shake 3 people’s hands while
keeping note of who they shook hands with and then return to their seats,
so the teacher knows they are done
o At this point, the teacher will then make another list of students who did
not start with flour on their hands, but now do have flour
• Now, hand out the flashcards after the above was explained and complete the
activity
• Discuss why they think students got the flour or “germs” from each other, and
how it spread so quickly
• Now, do the exact same activity except have students that start with flour wash
their hands before they may shake anyone’s hands (same as before, the teacher
will write who started vs ended up with flour on the board)
• This time discuss why they think the flour or “germs” did not spread
• Explain to students how the hand washing prevented from the germs being spread
to other students, and how practicing this person hygiene can help prevent people
from getting sick
• Again, enforce the steps it takes to properly and successfully wash your hands
The student has spastic cerebral palsy, so shaking hands can be challenging, as well as possibly
harmful to the other students. Instead of having every single student get a flashcard of whether
they have the flour or “germs” pair up the students. If students are paired up then the other peer
who is with this student can do the hand shaking, while this student can still observe and be
included in the activity. Students can all be paired up, or this student can be given a buddy who
you know works well with him and is able to communicate with him and his device efficiently.
The student with cerebral palsy can still be included in this activity, but also be given prior
knowledge of what is to come, and who he will be paired with for the lesson.
 Guided Practice: Students in their table groups will go over to the sink and explain to
the teacher how they would wash their hands and have one student showing the steps
they are explaining. This way the teacher can make certain that the students understand
how to wash hands, and not only why. (groups can come up one at a time when called by
the teacher, while the rest of the class works on the independent practice)
The student with cerebral palsy will go to practice washing hands on his own, not with a group.
(still with the teacher though). Here he will be practicing washing hands using the prompting
from the task analysis. This provides individualized support designed specifically for him to help
him learn how to do the task more independently.

Independent Practice: The students will fill out a chart explaining the steps they think
are involved in washing hands and draw picture reminders to go along with it.
As stated in an above section, the student will not fill out a chart because due to his spastic
cerebral palsy as well as ID this can be challenging. Having the big, sturdy pieces of paper that
he will put in order will help him do this more independent, while also going over the same
content. This can also be used when he is washing his hands as a reference from him to go back
to if he needs a reminder at any point. The teacher will come back to check on him at different
points during this independent practice.

Closing: After all students are done the independent practice, the teacher can collect all
worksheets to check for understanding later. The class will have one final discussion
where they go over why we wash hands, and when to do so.
Student will still hand in work to show they understand the steps that go into washing hands.
Plus, student will still be allowed to have that paper with reference information, so he can know
what is to come during this final discussion. He will be less frustrated if he knows what
information is going to be discussed and will be more willing to participate if he has time to
prepare his answer and not be put on the spot.

Supports and Scaffolds: If a student has a visual impairment, provide enlarged worksheet or
allow student to do assignment on a laptop. If a student has autism and does not like the feeling
of flour, then allow students to partner up so the students partner shakes hands and they can
observe and still be part of the lesson.

Related Materials/Resources:
• Standards: https://www.pdesas.org/
• Video: https://jr.brainpop.com/health/bewell/washinghands/
• Activity Idea: https://educators.brainpop.com/lesson-plan/washing-hands-activities-for-
kids/?bp-jr-topic=washing-hands