Step 1: Conduct an Ecological Inventory of the “Expert” Performing the Task:
What are the sub-environments of the particular environment where the student is to perform the task? What are the activities that he or she will perform in each sub-environment? What skill does the student use to perform the task in an acceptable manner in the sub-environment? Let us take as an example ordering a Big Mac at the local McDonald’s. What are the sub-environments? Answer: entrance, counter, price board, meals area, service workers, etc. What skills are necessary to successfully negotiate each area, without drawing unnecessary attention to our behavior or without causing problems? If we task analyze our behavior, what would it show? We are trying to analyze the sequence of socially acceptable behaviors a person performs when ordering a hamburger.
Step 2: Conduct an Inventory of a Person Who Is Not Performing the Task Well:
Follow the same steps indicated in Step 1. Once we’ve obtained the data for each step of the process for the "expert" performing the task (that is, the right way to do something) and the person who does not perform the task well (that is, performed some socially unacceptable behaviors), we are able to make a comparison of the performances. What was the person able to do? What was he not able to do? You will find that if you develop a form that lists all activities, you can record the areas in which the person was able or unable to perform at a satisfactory level, or which area needed simply a verbal or physical prompt.
Step 3: Identify and Analyze Discrepancies:
We have now conducted two inventories, one for an “acceptable” performance, and the other for “unacceptable performance” for the same environment and activities. Now we identify the performance differences and analyze them to determine our instructional priorities.
Step 4: Generate Instruction Solution Strategies.
We now know what the student can and cannot do. Our next task is to generate possible instructional strategies. There are four main “possibilities.”
1. Is the student intellectually and physically capable of doing the task? (e.g., can he open a door?) If so, we then teach the skill directly. If he has the physical ability to do so but not the knowledge, we show him how to complete the task (i.e. push, pull, slide or turn handle, etc.). This will then tie in with motor activities.
2. If the particular physical disability is so severe that he won’t be able to perform the task, we must find alternative ways to teach the skill (e.g., if her fine motor skills are so severely impaired that she can't tie her shoes, then we get her to use shoes with Velcro). We may still teach her how to tie laces, but we won't let her walk in bare feet until she can.
3. What can we do to adapt the task to enable the student to perform it? This may require a number of steps.
4. If the student still cannot perform the task that is needed to successfully undertake a particular social activity, get someone else to help complete the task. If a student cannot make change from a dollar, get someone to help with the task, and make sure the task is completed correctly.
Step 5: Select Instructional Objectives.
You now know the strengths and the weaknesses of the child. Knowing what he can do and what he can’t do and which strategy would work with him, you identify relevant and meaningful instructional objectives. Each of these objectives is linked to a skill. You then provide instruction on those skills that you consider to be the most important and relevant.