Task Analysis in Special Education: Definition and Clarification

Abstract

The use and function of task analysis in special education is becoming the most proposed instructional system for teaching children and adults with learning problems. In general, the term task analysis has acquired a myriad of definition and meaning that lacks precision. This article identifies and clarifies the variety of meanings of the term, and examines the instructional contexts where the procedures may apply. A sample of specific and general task analysis procedures found in the literature are typed by emphasis: content, interaction, and prerequisite; by size: single units of behavior or entire skills; and by kind: perceptual-motor or symbolic-conceptual. Finally, the paper examines a rationale for implementing precise step-by-step teaching for individuals who do not respond to regular instruction.