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Task Analysis Fact Sheet
Task analysis (TA) involves breaking a complex or “chained” behavioral skill into smaller components in order to teach a skill. The learner can be taught to perform individual steps of the chain until the entire skill is mastered (also called “chaining”). Other practices, such as reinforcement, video modeling, or time delay, should be used to facilitate learning of the smaller steps. As the smaller steps are mastered, the learner becomes more and more independent in his/her ability to perform the larger skill. Qualifying Evidence TA meets evidence-based criteria with 8 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (age 3–5 years) to middle school-age learners (12–14 years) with ASD. Outcomes TA can be used effectively to address social, communication, joint attention, academic, motor, and adaptive skills. Reference Fleury, V. P. (2013). Task analysis (TA) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Franzone, E. (2009). Overview of task analysis. Madison: University of Wisconsin, Waisman Center, The National Professional Development Center on Autism Spectrum Disorders. Structured Play Groups Fact Sheet
Structured play groups (SPG) are interventions using small groups to teach a broad range of outcomes. SPG activities are characterized by their occurrences in a defined area and with a de- fined activity, specific selection of typically developing peers to be in the group, clear delineation of theme and roles by adult leading the, and prompting or scaffolding as needed to support the students’ performance related to the goals of the activity. Qualifying Evidence SPG meets evidence-based criteria with 2 group design and 2 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for elementary school-age learners (6-11 years) with ASD. Outcomes SPG can be used effectively to address social, communication, behavior, play, school-readiness, and academic skills. Reference Odom, S. L. (2013). Structured play groups (SPG) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Social Skills Training Fact Sheet
Social skills training (SST) involves group or individual instruction designed to teach learners to appropriately interact with typically developing peers. Most social skills meetings include instruction on basic concepts, role-playing or practice, and feedback to help learners acquire and practice communication, play, or social skills to promote positive interactions with peers. Qualifying Evidence SST meets evidence-based criteria with 7 group design and 8 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD. Outcomes SST can be used effectively to address social, communication, behavior, play, and cognitive skills. Reference Fettig, A. (2013). Social skills training (SST) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Collet-Klingenberg, L. (2009). Overview of social skills groups. Madison: University of Wisconsin, Waisman Center, The National Professional Development Center on Autism Spectrum Disorders. Social Narratives Fact Sheet
Social narratives (SN) are interventions that describe social situations in some detail by high- lighting relevant cues and offering examples of appropriate responding. They are aimed at helping learners adjust to changes in routine and adapt their behaviors based on the social and physical cues of a situation, or to teach specific social skills or behaviors. Social narratives are individualized according to learner needs and typically are quite short, perhaps including pictures or other visual aids. Usually written in first person from the perspective of the learner, social narratives include sentences that detail the situation, provide suggestions for appropriate learner responses, and describe the thoughts and feelings of other people involved in the situation. Qualifying Evidence SN meets evidence-based criteria with 17 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to high school-age learners (15-18 years) with ASD. Outcomes SN can be used effectively to address social, communication, behavior, joint attention, play, school-readiness, academic, and adaptive skills. Reference Wong, C. (2013). Social narratives (SN) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Collet-Klingenberg, L., & Franzone, E. (2008). Overview of social narratives. Madison: University of Wisconsin, Waisman Center, The National Professional Development Center on Autism Spectrum Disorders. Self-Management Fact Sheet
Self-management (SM) is an intervention package that teaches learners to independently regulate their own behavior. Self-management involves teaching learners to discriminate between appropriate and inappropriate behaviors, accurately monitor and record their own behaviors, and reinforce themselves for behaving appropriately. Although learners may initially require adult support to accurately record behaviors and provide self-reinforcement, this support is faded over time. Self-management is often used in conjunction with other evidence-based practices including modeling, video modeling, and visual supports. Qualifying Evidence SM meets evidence-based criteria with 10 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to young adults (19-22 years) with ASD. Outcomes SM can be used effectively to address social, communication, behavior, play, school-readiness, academic, and vocational skills. Reference Brock, M. E. (2013). Self-management (SM) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Neitzel, J., & Busick, M. (2009). Overview of self-management. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. |
AuthorKyle Bringhurst, MSW |
contact informationPhone: 435-705-8664
Email: [email protected] Address: 3048 East Baseline Road Suite 107 Mesa, AZ 85204 |
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