task analysis examples for speech therapy

How to Do a Task Analysis Like a Pro

Task analysis is one of the cornerstones of instructional design. But what is it, really? The name says a lot: you analyze a task, step by step, to document how that task is completed.

At first glance, this seems like a straightforward thing. But even the easiest tasks can be quite complex. Things you do every day might seem simple when you first think about them. But what happens when you eliminate internalized or assumed knowledge? 

Take sending an email. Easy, right? Maybe four or five steps? 

• Click the New Mail icon
• Enter a Recipient
• Enter a Subject
• Enter your email text 

But what about carbon copy or blind carbon copy recipients? What if you need to attach an invoice or picture? What app do you use to create the email in the first place (or are you sending from Gmail in your browser)? For that matter, from which device are you sending the email? 

Suddenly that “simple” task is a set of processes, organized by device, operating system, and application, with various subtasks along the way accounting for mailing list complexities and the purpose of your email. As I was writing this I came up with about a dozen different variations, all of which would need to be closely analyzed and broken down precisely. 

Even the most average task has a lot behind it.

This is why understanding how to do a task analysis is so important to becoming a successful instructional designer. When instructional designers create training, they’re teaching the learner how to accomplish something. Task analysis helps you focus on what they’re going to do and how they’ll do it (don’t worry so much about the why ; that comes later). 

The easiest way to illustrate the process is with an example. Let’s say you work at a midsize media company and your boss asks you to complete a task analysis on how the company’s social media manager does her job. They want this documented for training purposes for future hires. That means you’ll need to:

• Identify the task to analyze
• Break down the task into subtasks
• Identify steps in subtasks

Let’s take a closer look at each of these steps.

Step 1: Identify the Task to Analyze

Tasks are the duties carried out by someone on the job. The social media manager carries out a lot of duties, so you need to be able to break them down into broad activities (aka tasks!) and focus on them one at a time. Don’t worry about all the little things that make up the task; we’ll get to that in a second. Here we’re looking to paint with broad strokes.

One of the social media manager’s tasks is to add new content to social media sites every morning. Your tasks should describe what a person does on the job and must start with an action verb.

So, in this case, the first task to analyze is “Add new content to social media.”

Step 2: Break Down the Task into Subtasks

Once you identify the task, you need to identify the subtasks, the smaller processes that make up the larger task. Remember in the email example above where I mentioned attachments and carbon-copying recipients? That’s the kind of thing you capture here. These should also be brief and start with an action verb.

Continuing the social media manager example, you need to find out the subtasks of adding new content to social media. You can figure this out by talking to or observing the social media manager. Through this process, you discover that the subtasks for adding new content to social media are:

• Check the editorial calendar
• Add new content to Twitter

You’re making good progress! You can now move on to Step 3.

Step 3: Identify Steps in Subtasks

Now it’s time to get into the nitty-gritty. You’ve identified the task and broken it down into subtasks. The final step, then, is to identify and list the steps for each subtask. 

Do this by breaking down all of the subtasks into specific step-by-step, chronological actions. The key here is to use a “Goldilocks” approach to detail: not too much and not too little. Use just the right amount so learners can follow the instructions easily. Again, as with tasks and subtasks, your steps need to start with an action verb. 

So, putting everything together from steps 1 and 2 and then breaking the subtasks into steps, your final task analysis would look like this;

1. Adding new content to social media  

1.1 Check the editorial calendar

1.1.1 Navigate to the calendar webpage

1.1.2 Click today’s date

1.1.3 Click newest article title to open article

1.1.4 Click inside article URL bar

1.1.5 Copy URL for article to clipboard

1.1.6 Highlight title text of article

1.1.7 Copy the title text to clipboard

1.1.8 Close the calendar

1.2 Add new content to Twitter

1.2.1 Navigate to Twitter account

1.2.2 Log in to Twitter account

1.2.3 Click Tweet button

1.2.4 Paste article title from clipboard

1.2.5 Paste article URL from clipboard

1.2.6 Click Tweet button to publish

There are several ways to approach task analysis. It’s a fine art deciding how far down the rabbit hole you need to go with detail. Instructional designers can debate for hours whether saying “log in” is enough or if that needs to be broken down further into “enter user name,” “enter password,” and “click the login button.” Again, it all comes down to figuring out how much detail is just right for your audience.

Wrapping Up

That’s it! As you can see, while creating a task analysis boils down to “just” three steps, there are a lot of nuanced decisions to make along the way. Remember the Goldilocks Rule and always consider your audience and the seriousness of the subject matter when deciding just how nitpicky you need your task analysis to be. After all, there’s a marked difference between how much detail a learner needs when they’re learning how to perform brain surgery versus filling out their timecard.

Do you have any do’s and don’ts of your own for completing a successful task analysis? If you do, please leave a comment below. We love to hear your feedback!

Follow us on Twitter and come back to E-learning Heroes regularly for more helpful advice on everything related to e-learning.

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The One Thing You Need to Do to Organize Training Content: Task Analysis

20 comments.

• Christine Hounsham

• Akhila Vasan

• Jacinta Nelligan

• David Mayor

• Alexander Salas

• Nicole Legault

• Chris Purvis

• Jerrie Paniri

• Chris Janzen

Years ago, long before I ever even considered that I might possibly be an ID, my English professor assigned us a paper to write a set of directions for a task of our choosing that could be successfully executed by anyone who could read English. Coincidentally, like Jerrie, I chose making a peanut butter and jelly sandwich, but for my part because I was lazy and wanted to pick a task for which it would be very easy to write the steps. Two days later I had a paper that was just shy of three pages (it was an English class, and we had to write it in prose, not instructional format), and a much deeper understanding of how much unconscious knowledge and experience we rely on to perform what we consider to be the simplest of tasks. I've never forgotten the lesson I got from writing that paper, an... Expand

• Caroline Smith

• David Kolmer

• Djuana Lamb

• Brock Lenser

• John Maical

Task analysis is a systematic process used to understand a task or activity in detail. It involves breaking down a complex task into smaller, manageable steps to identify the specific skills and knowledge required. Here's a guide on how to perform a task analysis like a pro: 1. Define the Task: Clearly define the task you want to analyze. Be specific about the goals and objectives. 2. Identify the Users: Determine who will be performing the task. Consider their background, skills, and knowledge. 3. Break Down the Task: Divide the task into smaller, manageable steps. Start with the overall goal and then break it down into subtasks. 4. Sequence the Steps: Arrange the steps in a logical order. Consider dependencies between steps and how they contribute to the overall task. 5. Gathe... Expand

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Pragmatics and Social Skills Therapy Guides

Step-by-Step plans for a variety of pragmatic and social skills – Plus, wording for your goals!

What is Task Analysis?

Task analysis is the process of breaking a larger skill down into smaller, sequential steps.  With each step that the child masters, he grows closer to being able to perform the full skill independently.  Tasks analysis is an evidence-based instructional method which has been found especially effective for children who do not respond to regular instruction, which makes it perfect for the children on our case loads.

While the process of task analysis has been studied and backed by research, there aren’t always agreed-upon ways to break down a skill.  Every SLP may have a slightly different method of breaking down skills into step-by-step plans.  What’s important is that the steps are achievable and sequential so that the child sees incremental success on the way to learning a new skill.

The following therapy guides represent our task analysis for each skill.  You’ll also find sample text for your goals.

Looking for Therapy Activities? Worksheets? Troubleshooting? More Help?

We have more where this came from!  Get access to the full SLP Solution Curriculum when you become a member!

Membership Includes…

• Therapy ideas for each step below
• No Prep Worksheets and Therapy Kits
• Troubleshooting Advice
• Access to our staff and community for asking questions
• Monthly webinars for continuing education

Our Step-By-Step Guides:

How to Use: Click the skill that you’d like to expand.  You’ll find our task analysis of the steps you can follow in therapy to teach that skill.  You’ll also find sample text to include in your goal writing.  To get detailed therapy activities for each step below, please  join our membership program  to get access to the full SLP Solution Curriculum.

• Respond in Isolated Setting:  Student will respond to his name being spoken in the quiet, speech therapy room by looking in the direction of the speaker.
• Respond in a Structured Setting:  Student will respond to his name being spoken in a structured environment with some distractions by looking in the direction of the speaker.
• Respond in an Unstructured Setting:  Student will spontaneously respond to his name in the natural environment by looking in the direction of the speaker.
• Build Emotional Vocabulary:  Student will identify and label basic emotions from pictures using the correct emotional vocabulary words (such as happy, sad, frustrated, etc.)
• Identifying One’s Own Emotions:  Student will use correct emotional vocabulary to answer questions about how he is feeling in the moment or how he feels during particular situations (such as, how do you feel when someone takes your toy?).
• Regulating One’s Own Emotions:  Student will identify and use coping strategies for regulating various emotions as needed.
• Navigating Others’ Emotions in Social Interactions:  Student will identify emotions of others during certain social situations and practice appropriate responses to those emotions.
• Find a Why:  SLP will identify a few motivations that they child may have for interacting.  Older children will be able to list a few reasons that they would want to initiate an interaction.
• Teach the Way to Initiate:  Student will attend to a social story or explanation of how to initiate interactions with others.  Older children will be able to list several different ways to initiate interactions with others.
• Role Play:  Student will role play with the speech-language pathologist or a peer to demonstrate how to initiate interactions in a structured setting.
• Carry-Over:  When prompted by an adult, Student will use the identified strategy/strategies to initiate an interaction with a peer in the natural setting.
• Identify a Behavior to Teach:  The SLP will identify a behavior to teach that will either reduce the use of maladaptive behaviors or support the child socially.
• Take pictures of the child doing those behaviors:  The SLP will stage photos of the child doing the expected behavior.
• Put the pictures together in a book:  The SLP will use positive “I” statements to write a story about the expected behavior.
• Read the book and act it out:  Student will attend to a social story being read about expected behavior.  Student will then participate in a role-playing scenario to practice the expected behavior.
• Refer to the Book for “Re-Dos” in Natural Environment:  After situations where the expected behavior should have occurred but did not, Student will participate in a “re-do” with an adult by referencing the social story for the expected behavior and role-playing the expected behavior in the specific situation that occurred.  
• Generalization of Skill to Other Environments:  Student will follow adult prompts and cues to use the expected behavior in a variety of environments.
• Teach to Respond and Take Turns:  Student will respond to a peer’s question or comment during conversational speech and take appropriate conversational turns.
• Teach to Stay on Topic:  Student’s responses during a conversation with a peer will remain on topic for at least __ number of turns unless a topic shift has been announced.
• Teach How to Keep the Conversation Going:  Student will use a visual choice board to choose something to say to continue a conversation with a peer.
• Teach Conversational Rules:  Student will be able to list and describe several different rules of conversation and identify when a rule has been violated in a scenario.

What Do I Do in Therapy?

If you’re still not sure what to do in therapy, don’t worry!  We have more resources for you!  The SLP Solution Curriculum contains detailed descriptions of what you can do in therapy for each of the steps listed above.  Join today to get all of the therapy ideas, worksheets, and support!

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The SLP Solution’s mission is to support you with tools, resources, and expert advice so that you can be there for the children who depend on you!

*** The SLP Solution is for informational and educational purposes only and does not provide medical or psychological advice.  We provide general resources but cannot tell you exactly what should be done for a specific client.  Every client is different and your clinical judgement should be used when making decisions about specific individuals.

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Task Analysis in ABA Therapy: Strategies and Examples

Master task analysis in ABA therapy with powerful strategies and real-life examples. Enhance progress today!

Understanding Task Analysis in ABA Therapy

Task analysis plays a crucial role in Applied Behavior Analysis (ABA) therapy, a widely recognized approach for individuals with developmental disabilities. In this section, we will explore what task analysis is and why it is important in ABA therapy.

What is Task Analysis?

Task analysis is a systematic process that involves breaking down complex skills or tasks into smaller, more manageable steps. It provides a clear and organized structure for teaching new skills to individuals with developmental disabilities. By breaking down tasks into smaller components, task analysis allows for a systematic and sequential approach to learning.

ABA therapists use task analysis to teach a wide range of skills, including daily living skills, communication and language skills, academic skills, and social skills. The individualized nature of task analysis allows therapists to tailor their teaching strategies to the unique needs and abilities of each learner.

Importance of Task Analysis in ABA Therapy

Task analysis is a fundamental component of ABA therapy due to its numerous benefits. It enhances the learning process by providing a clear roadmap for individuals with developmental disabilities to acquire new skills. Here are some key reasons why task analysis is important in ABA therapy:

• Skill Acquisition: Task analysis breaks down complex skills into smaller, achievable steps, making it easier for individuals to learn and master new skills. By teaching one step at a time, individuals can build a solid foundation and gradually progress to more complex tasks.
• Error Reduction: Task analysis helps to minimize errors by breaking tasks into manageable steps. By focusing on one step at a time, individuals can concentrate on mastering each step before moving on to the next. This reduces frustration and increases the likelihood of success.
• Task Independence: Task analysis promotes independence by teaching individuals to complete tasks on their own. By breaking down tasks into smaller steps, individuals can learn each component independently, gradually reducing the need for prompts or assistance.
• Generalization: Task analysis facilitates generalization, allowing individuals to apply skills learned in one context to other settings. By teaching each step explicitly and systematically, individuals can better understand how to transfer their skills to different situations.
• Data Collection and Progress Monitoring: Task analysis provides a structured framework for data collection and progress monitoring. Therapists can track the learner's performance on each step, identify areas of strength and areas that require further instruction, and make data-driven decisions to guide the therapy process.

In summary, task analysis is an invaluable tool in ABA therapy. It breaks down complex skills into manageable steps, promotes skill acquisition, reduces errors, fosters independence, facilitates generalization, and enables effective data collection and progress monitoring. By implementing task analysis in ABA therapy, therapists can enhance the learning experience and empower individuals with developmental disabilities to reach their full potential.

Strategies for Task Analysis

In ABA therapy, task analysis is a valuable tool for breaking down complex skills into manageable steps. Here are three effective strategies commonly used in task analysis:

Breaking Down Complex Tasks

Breaking down complex tasks into smaller, more manageable steps is a fundamental strategy in task analysis. By deconstructing a skill or behavior into its component parts, individuals receiving ABA therapy can learn and practice each step before moving on to the next. This approach allows for a systematic and structured learning process.

For example, if the target skill is brushing teeth, the complex task can be broken down into the following steps:

‍ Wet the toothbrush

Apply toothpaste

Brush the upper teeth

Brush the lower teeth

Rinse the toothbrush

Spit out the toothpaste

Rinse the mouth

Breaking down complex tasks enables therapists and individuals to focus on specific skills, provide targeted instruction, and ensure mastery before progressing to the next step.

Sequencing Steps

Sequencing steps is another critical aspect of task analysis in ABA therapy . It involves arranging the steps of a task in a logical order to promote efficient and effective skill acquisition. Proper sequencing ensures that individuals understand the proper sequence of actions required to complete a task successfully.

For instance, in the task of making a sandwich, the steps would be sequenced as follows:

• Take two slices of bread.
• Spread condiments on one slice.
• Place desired fillings on the condiment-covered slice.
• Place the second slice of bread on top.
• Cut the sandwich into halves or quarters.

By following the correct sequence, individuals can learn to complete tasks independently and consistently.

Providing Visual Supports

Visual supports play a crucial role in task analysis within ABA therapy. Visual aids, such as written instructions, pictures, or visual schedules, provide individuals with visual cues to reinforce understanding and promote independence.

Visual supports can be particularly beneficial for individuals who have difficulty processing auditory information or have limited language skills. By visually representing each step of a task, individuals can refer to the visual supports to guide their actions.

For example, a visual schedule for morning routines may include pictures or icons representing each step, such as brushing teeth, getting dressed, and eating breakfast. The visual supports serve as a reminder of the sequence and help individuals navigate through the tasks independently.

By using strategies like breaking down complex tasks, sequencing steps, and providing visual supports, ABA therapists can effectively teach and reinforce skills in individuals receiving therapy. These strategies promote learning, independence, and the acquisition of new skills in a systematic and structured manner.

Examples of Task Analysis in ABA Therapy

Task analysis is a valuable tool used in Applied Behavior Analysis (ABA) therapy to break down complex skills into smaller, more manageable steps. By breaking tasks into sequential steps, individuals with developmental disabilities can learn and acquire new skills effectively. Here are some examples of how task analysis is applied in ABA therapy across different domains:

Daily Living Skills

Daily living skills refer to the essential activities that individuals need to perform in their everyday lives. Task analysis is commonly used to teach and reinforce these skills, enabling individuals to gain independence and enhance their quality of life. Some examples of daily living skills that can be targeted using task analysis in ABA therapy include:

Communication and Language Skills

Task analysis plays a crucial role in teaching communication and language skills to individuals with communication impairments. By breaking down language tasks into smaller steps, individuals can learn and practice effective communication strategies. Some examples of communication and language skills that can be targeted using task analysis in ABA therapy include:

Play and Social Skills

Task analysis is instrumental in teaching play and social skills to individuals with autism and other developmental disabilities. By breaking down social interactions and play activities into smaller components, individuals can learn the necessary skills to engage with peers and participate in social situations. Some examples of play and social skills that can be targeted using task analysis in ABA therapy include:

Task analysis is a versatile and effective approach to teaching a wide range of skills in ABA therapy. By breaking down tasks into manageable steps, individuals can acquire new abilities and enhance their overall functioning. These examples demonstrate the practical application of task analysis in various domains, promoting skill development and independence.

Implementing Task Analysis in ABA Therapy

When it comes to implementing task analysis in ABA therapy, several key strategies and approaches can be employed to maximize its effectiveness. ABA therapists recognize the importance of tailoring interventions to meet the individual needs of each client. Additionally, data collection and progress monitoring are essential for tracking the client's progress and making necessary adjustments. Reinforcement and generalization strategies are also employed to ensure that the skills learned through task analysis are generalized to various settings and situations.

Individualized Approach

An individualized approach is fundamental in ABA therapy when implementing task analysis. Each client has unique strengths, abilities, and challenges. ABA therapists conduct thorough assessments to identify specific skills that need to be targeted for intervention. By taking into account the client's current abilities and individual goals, therapists can design task analysis strategies that are tailored to their specific needs.

Data Collection and Progress Monitoring

Data collection and progress monitoring play a crucial role in ABA therapy. ABA therapists use various methods to collect data, such as direct observation, checklists, and rating scales. By consistently collecting data, therapists can track the client's progress and evaluate the effectiveness of the task analysis interventions. This data-driven approach allows therapists to make data-based decisions and modify the intervention strategies as needed to ensure continued progress.

Reinforcement and Generalization

Reinforcement is a key component of ABA therapy and is used during task analysis to motivate and reinforce desired behaviors. ABA therapists identify and utilize reinforcers that are meaningful to the individual client, such as praise, tokens, or preferred activities. By providing reinforcement for successfully completing each step of the task analysis, therapists help to reinforce the acquisition and maintenance of targeted skills.

Generalization is another critical aspect of implementing task analysis in ABA therapy. Generalization refers to the ability to apply learned skills in different environments, with various people, and in diverse situations. ABA therapists carefully plan and incorporate generalization strategies to promote the transfer of skills learned through task analysis to real-life settings. These strategies may include practicing skills in different environments, gradually fading prompts, and promoting independence.

By implementing an individualized approach, collecting data to monitor progress, and employing reinforcement and generalization strategies, ABA therapists can effectively utilize task analysis in therapy sessions. This comprehensive approach ensures that clients receive tailored interventions, progress is tracked systematically, and skills learned through task analysis are generalized to real-life situations.

Task analysis is a powerful and effective tool in ABA therapy that helps individuals with developmental disabilities acquire new skills, reduce errors, promote independence, facilitate generalization, and enable data-driven decisions. By breaking down complex tasks into manageable steps, task analysis provides a structured framework for ABA therapists to teach and reinforce a wide range of skills across different domains.

This article has explored the strategies for task analysis in ABA therapy, including breaking down complex tasks, sequencing steps, and providing visual supports. It has also provided examples of how task analysis can be applied in ABA therapy across different domains such as daily living skills, communication and language skills, and play and social skills.

Implementing task analysis in ABA therapy requires an individualized approach that takes into account the unique needs of each client. Data collection and progress monitoring are essential for tracking progress and making necessary adjustments while reinforcement and generalization strategies ensure that the acquired skills are generalized to real-life situations.

In conclusion, task analysis is a valuable tool in ABA therapy that promotes skill acquisition, reduces errors, fosters independence, facilitates generalization, enables effective data collection and progress monitoring. By implementing the strategies outlined in this article and tailoring interventions to meet the individual needs of each client, ABA therapists can enhance the learning experience for individuals with developmental disabilities and empower them to reach their full potential.

• https://www.iidc.indiana.edu/irca/articles/applied-behavior-analysis.html
• https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/TaskAnalyis_Steps_0.pdf
• https://online.regiscollege.edu/blog/task-analysis/#:~:text=Task%20analysis%20relies%20on%20%E2%80%9Cdiscrete,yet%20achieved%20the%20end%20goal.

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Task Analysis as an Intervention

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How To: Semantic Feature Analysis (SFA) for Anomia

 6 min read

You’re talking to your friend about the most amazing fruit you ate on vacation. You can’t remember the name of it, but it was green on the outside with orange fruit inside, filled with little black seeds. It was sweet and juicy, and it grew on a tree outside your hotel. As you describe it, the word pops out of your mouth – “papaya!”

For people with  aphasia , trouble finding the words they want doesn’t just happen for unusual or new words, but for common ones too. This frustrating problem is called  anomia , and there are a number of speech therapy techniques that can be used to help. One highly effective treatment is called  semantic feature analysis , and it works a lot like the example above.

The Treatment: Semantic Feature Analysis

Semantic Feature Analysis  (SFA) is a therapy technique that focuses on the meaning-based properties of nouns. People with aphasia describe each feature of a word in a systematic way by answering a set of questions.

SFA has been shown to  generalize , or improve word-finding for words that haven’t been practiced. It is based on the  spreading activation theory  that suggests activating the neural networks surrounding a word will strengthen the target word, similar to the  VNeST  approach.

SFA works best for people with mild or moderate aphasia, as well as those with  fluent aphasia . It requires strong cognitive skills.

How to Do Semantic Feature Analysis

Place a picture of an object in the center of a graphic organizer, like the one below.

The person with aphasia tries to name the item in the picture. Regardless of the response, move to the next step.

Ask each of the questions around the picture, writing in the correct answers as they’re discussed.

• Category: What type of thing is it?
• Function: What is it used for?
• Action: What does it do?
• Location: Where do you find it?
• Association: What does it go with? or What does it make you think of?
• Properties: What does it look like? (color, shape, size) What does it feel/taste/sound like?

If the person with aphasia names the item at any point, that’s great! But keep going with the rest of the questions.

The person with aphasia tries to name the picture again. If they can’t say it on their own, have them repeat after you.

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Semantic Feature Analysis for Verbs

The SFA approach can also be used to help retrieve verbs. The only thing that changes are the questions you ask in Step 3:

• Subject: Who usually does this?
• Purpose: Why does this happen?
• How: What part of the body/what tool is used to make this happen?
• Location: Where does this happen?
• Association: What does it make you think of?
• Properties: What does it look like?

Semantic Feature Analysis using Apps

SFA is the foundation of the  Describe  activity in the  Naming Therapy  app. You’ll see 475 clear photos of nouns with 4-6 carefully selected questions surrounding each one.

Select only the Verbs category to work on 107 action words with the 6 verb feature questions.

Press each button to hear a question. Answer all the questions to create a complete description of the word. Touch the picture to hear the word anytime. Select the  Meaning  cues in the  Settings  to ensure you only see the SFA-based cues.

With  Naming Therapy , you can add your own pictures, selecting the SFA questions you want for each word. And you can use the app in Spanish, French, or German. Using this  evidence-based app  makes it easy for people with aphasia to practice SFA intensively at home, and keeps this evidence-based treatment approach close-at-hand and top-of-mind for busy clinicians.

Naming Therapy

Say the right word more easily when you learn the strategies that help you communicate with this popular word-finding app.

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Step Down:  For those who struggle to answer the questions, the  Category Therapy  app for iOS and Android can be a helpful tool to practice sorting into categories and identifying shared features.

Category Therapy

Strengthen connections between words with flexible exercises to improve language and reasoning skills.

Step Up:  For higher-level work on semantic features, try  Advanced Naming Therapy . The  Compare  activity encourages users to compare and contrast items based on physical features or semantic qualities.

Advanced Naming Therapy

Express yourself better with challenging word-finding exercises for aphasia and cognitive-communication problems.

Semantic Feature Analysis Variations

Researchers have studied a variety of adaptations to expand SFA that you can try in your treatment:

• Use the word in a sentence after naming all the features.
• Discuss the semantic features in a small group or with group feedback.
• Describe the picture to a partner who cannot see it (barrier task). They must guess what the picture is based on the semantic features.
• Elaborate on the answers, making complete or longer sentences.
• Think about each feature, one by one, instead of answering aloud. Then name the picture.
• Choose words for SFA based on word-finding errors identified in a picture description task, story re-tell, or procedural discourse sample.
• Select the features from multiple choice options, or answer yes/no questions about each feature.

Circumlocution: SFA as a Communication Strategy

SFA can be used as a strategy in conversation with family and friends. It’s often called  circumlocution ,  meaning to talk around the word, just like the semantic features go around the picture.

When a person with aphasia is struggling to think of a word, conversation partners can ask, “can you describe it?” If more help is needed, they can prompt, “what kind of thing is it?” or “what is it used for?” to help get more information about the word.

Describing the word may or may not bring it out, but it contributes more information to the conversation. It’s often more successful than struggling in silence, and it provides a structure for the guessing games families often end up playing.

Evidence and Resources for Semantic Feature Analysis

SFA has been discussed in the speech pathology literature since the 1980’s. There are now many journal articles describing the procedure and modifications of the procedure, along with the results of research studies showing the effectiveness of the technique. In general, the technique has been shown to be highly effective with good generalization and maintenance.

• Mary Boyle’s 2010 review of the evidence  of studies using SFA to generate and/or review features offers a good academic overview.
• However, the studies are small and the procedures are not always the same, as this  2014 review  points out. More research is always needed.
• For students and clinicians, there’s a handy guide to SFA by  Recipe SLP  available for  download on Amazon . This e-book provides a realistic example of how a SFA session might go, along with many variations to the technique that have been published. There’s also a  free SFA map available to download .
• The  Communication Therapies for Adults  blog has a more technical overview of the SFA technique and evidence.

All the information in this article in a handy two page PDF for you to reference.

If you liked this article, Share It !

Megan S. Sutton , MS, CCC-SLP is a speech-language pathologist and co-founder of Tactus Therapy. She is an international speaker, writer, and educator on the use of technology in adult medical speech therapy. Megan believes that technology plays a critical role in improving aphasia outcomes and humanizing clinical services.

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How task analysis benefits skill acquisition in aba therapy.

What is Task Analysis in ABA?

Task analysis is a systematic approach used in Applied Behavior Analysis (ABA) therapy to break down complex skills into smaller, more manageable steps. This approach teaches skills by providing a clear roadmap and reducing the overwhelming nature of complex tasks. By breaking down skills into smaller components, therapists can effectively guide and teach their learners to acquire new abilities.

Benefits of Task Analysis in ABA Therapy

Task analysis offers several benefits in ABA therapy:

• Clear Instruction: By breaking down complex skills into smaller steps, task analysis provides clear and specific instructions for both therapists and learners. This clarity ensures that the skill is taught consistently and effectively.
• Individualized Learning: Task analysis allows for customization and adaptation based on the learners’ abilities and needs. Therapists can modify the steps or pace of instruction to match the learner’s skill level, facilitating better understanding and progress.
• Promotes Acquisition of Complex Skills: Complex skills can be overwhelming, but task analysis breaks them down into achievable steps. By mastering each step, learners gain confidence and motivation to tackle more complex tasks, leading to long-term skill acquisition.
• Data Collection and Progress Monitoring : Task analysis enables therapists to collect data on individual progress. By documenting successful completion of each step, therapists can track the learner’s development over time and make data-driven decisions to adjust instruction if needed.

Task Analysis Examples

Let’s take a look at a few examples of task analysis in ABA therapy. It’s important to note that your learner’s needs will determine the number of steps you break a task down into.

Daily Living Skills

Task analysis can be used to teach daily living skills that promote independence and well-being. This works especially well when a task has multiple intricate steps, such as tying a shoe. Using task analysis, it can be broken down as:

Step 1: Hold the shoelaces, one lace in each hand.

Step 2: Cross one lace over the other.

Step 3: Pull the lace underneath the other one to create a loop.

Step 4: Hold onto the loops and cross them over each other.

Step 5: Pull one loop through the hole to create a knot.

Step 6: Tighten the knot by pulling both loops.

Language and Communication

We don’t often think of asking and answering questions as a multi-step process, however to someone who is just learning this skill, it is. Task analysis can be used to improve communication skills by breaking down each interaction. For example, here is how answering a question can be broken down step-by-step:

Step 1: Face the person who asked the question so they know you’re answering them.

Step 2: Pause and wait for a moment to think about the question.

Step 3: Then think about a good response.

Step 4: Use words or gestures to express the answer.

Get a free demo of Catalyst’s Electronic Data Collection Software, designed by and for BCBAs.

Academic Skills

Even outside of ABA therapy, task analysis is essential for academic learning since many educational concepts are new to students. Here’s an example of how task analysis can be used when helping to enforce academic skills like reading comprehension:

Step 1: Read the text carefully, underlining unfamiliar words.

Step 2: Use a dictionary to define the unfamiliar words.

Step 3: Re-read the section and try to understand it using your new vocabulary.

Step 4: Make note of main topics, ideas, and supporting details.

Step 5: Summarize the text in your own words to make sure you understand.

Ways to Implement Task Analysis

Here are some ways to implement task analysis in ABA therapy:

• Visual Supports: Visual supports, such as visual schedules, checklists, or task analysis charts, can be effectively used to break down the steps of a particular skill and provide clear visual cues. For instance, a visual schedule with pictures or symbols can help a learner follow a task analysis for completing a morning routine. Visual supports can also assist learners in remembering the steps of a task analysis and staying on track if they get distracted or overwhelmed.
• Prompting and Fading : Begin by providing prompts and supports for each step. As learners becomes more independent and proficient, gradually reduce the level of prompting. For instance, a therapist may initially provide a physical prompt to guide a learner through each step, but as they become more proficient, the level of prompting can be gradually faded. Similarly, a therapist may start by providing a verbal prompt to remind a learner to check each paragraph for the main idea while reading a passage. After repeated successful attempts, the level of prompting can be reduced to a gesture prompt, where the therapist simply points at the paragraph. This gradual fading of prompts helps learners become more independent and proficient at completing the task.
• Practice and Repetition : Practicing and repeating the task analysis steps frequently is crucial for achieving mastery. This helps to solidify the skill in the learner’s repertoire and ensures generalization across various settings. For instance, a therapist may help a learner practice the steps of a task analysis at home, school, and in the community to aid them in generalizing the steps in different contexts.

Use our free ABA Therapy Task Analysis Template to track and monitor progress.

Catalyst’s Custom Templates

Catalyst offers custom templates designed specifically for task analysis in ABA therapy. These templates provide a user-friendly and adaptable interface for designing personalized task analysis charts. With customizable steps and prompts, therapists can easily create charts suited to individual needs and track progress effectively. In addition to task analysis templates, Catalyst offers an array of customizable templates for data collection, note-taking, and more. Schedule a demo to learn more about Catalyst’s data collection and analysis software.

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Task Analysis in Applied Behavior Analysis (ABA) Therapy: Strategies and Examples

June 30, 2023

View all blog posts under Articles | View all blog posts under Master of Science in Applied Behavior Analysis

Autism Spectrum Disorder (ASD) is defined by the American Psychiatric Foundation as “a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors.” There is a wide range of effects and severity of symptoms experienced by people who are diagnosed with ASD.

The U.S. Centers for Disease Control and Prevention estimates that autism spectrum disorders are present in 1 in 59 children. ASD is about four times as prevalent in boys than in girls, with 1 in 37 boys diagnosed as having ASD, compared to 1 in 151 girls.

The most popular treatment for children with autism spectrum disorder is applied behavior analysis (ABA), which the Association for Science in Autism Treatment describes as the use of interventions to improve “socially important behavior.” Behavior analytic interventions are based on learning theory and methods that have been studied scientifically and shown to be effective in improving the lives of people with autism spectrum disorders.

The antecedent-behavior-consequence (ABC) method of assessing functional behavior can be combined with an intervention such as task analysis as the basis for effective interventions in children with autism spectrum disorder. These types of assessments and interventions work to “increase appropriate skills and decreas[e] maladaptive behaviors,” as Psych Central reports. The goal of a task analysis is to break down and simplify complex tasks in order to provide step-by-step guidance on how to complete specific behaviors. This guide describes several specific task analysis techniques and presents examples of their application in diverse settings.

What Is Task Analysis?

The National Professional Development Center on Autism Spectrum Disorders defines task analysis as a teaching process that breaks down complex activities into a series of simple steps that students are able to learn more easily. Researchers have shown that task analysis meets the criteria for evidence-based practice by improving adoption of “appropriate behaviors and communication skills” by children in preschool, elementary school, and middle school.

Task analysis techniques fall into two broad categories, as the Autism Classroom blog explains:

• The desired skill can be broken into discrete steps that are performed in sequence, such as the appropriate way to wash one’s hands. The steps are linked via “chaining,” which signals the completion of each step as a cue to begin the next step.
• Alternatively, a task can be divided into short chunks of time, so a 20-minute activity may be broken into five four-minute segments. This approach is frequently associated with “shaping,” which teaches new behaviors by reinforcing “successive approximations” of the behavior rather than repeating previous approximations, as the Association for Science in Autism Treatment explains.

However, a simple definition of what task analysis is doesn’t explain why the approach has become so important in educating children with ASD. Three characteristics are vital to the success of task analysis as a teaching method:

• Consistency: If three different people demonstrate to a student how to perform a specific activity, such as brushing teeth, the student will likely be shown three different methods, because each “teacher” performs the activity in a unique way. This can leave the student confused. Task analysis ensures that a single approach is presented and reinforced in all learning situations.
• Individualization: Each student has unique strengths and weaknesses, so task analysis methods can be customized to meet the student’s specific circumstances. For example, when teaching a student to remain in a group for 20 minutes via shaping, the task increments can be varied to the abilities of the student, with some responding best to two-minute chunks and others to five-minute blocks.
• Systematic instruction: One challenge students with ASD face is dealing with the many variables that complicate learning. Task analysis relies on “discrete trial programs” that divide activities into small steps that culminate in the end goal. For example, students who have learned four of the eight steps entailed in tying their shoes have successfully mastered those four steps, although they have not yet achieved the end goal.

The task analysis technique of chaining has two primary components, as ThoughtCo. explains:

• Forward chaining relies on the student learning from the start of the task sequence through each step of the task in sequence, so step two begins only after step one is completed. Each step is first modeled by the instructor and then imitated by the student, although some students will require hand-over-hand prompting followed by “fading” of the prompt as the student exhibits increasing mastery of the step.
• Backward chaining begins by teaching the student the last step of the task, first by having the student observe the teacher and then by having the student assist the teacher. After the last step has been grasped (though not yet perfected), the instructor turns to the second-to-last step of the process and continues backward to the initial steps. An example is learning to do laundry: the student is first taught how to remove the clothes from the dryer and fold them, then how to transfer the clothes from the washer to the dryer, and all preceding steps in the process one-by-one in reverse order.

Other effective task analysis techniques include these two approaches:

• Discrete trial instruction: The teacher gives the student a short, clear instruction and provides a prompt to help the student complete the instruction, whether by modeling the target response or guiding the student’s own response. As the student progresses, the prompt is removed gradually. When the student responds accurately, the teacher offers immediate positive feedback; when the student’s response is incorrect, the teacher demonstrates or guides the student to perform the correct response.
• Modeling: The student is shown the target behavior and is then instructed to imitate that behavior. Modeling has proven effective in teaching social, play, and self-help skills.

What Is the Purpose of Task Analysis?

The goal of applied behavior analysis is to help people with ASD learn the fundamental skills that will allow them to lead independent lives. Task analysis is one of several methods used by applied behavior analysts to understand and modify a person’s behavior.

The Autism Classroom describes task analysis as both “unexciting” and “critical to systematic instruction.” The advantages of task analysis over other ABA approaches are explained by Autism Speaks:

• Task analysis is easy to adapt to the needs of each individual learner.
• The techniques can be applied in multiple settings, including classrooms, homes, and the community.
• The skills taught via task analysis are practical in the student’s everyday life.
• Task analysis can be used in one-on-one instruction and in group settings.

When preparing an ABA program for a student, applied behavior analysts begin by assessing the student’s skills, as well as the goals and preferences of the student and the student’s family. Age appropriate skills evaluated in the initial assessment serve as the foundation for the student’s specific treatment goals. These skills include the following:

• Communication and language skills
• Social interaction
• Self-help (hygiene, healthy living, etc.)
• Play and relaxation activities
• Motor skills
• Academic skills

The primary use of task analysis in ABA settings is to teach activities for daily living (ADLs), as Total Spectrum explains. ADLs are actions that most people complete on a daily basis, such as setting a table for dinner or purchasing an item and asking for change. For people with autism spectrum disorder, however, these skills are especially important as  these types of activities serve as the foundation for their independence.

Individuals with autism spectrum disorder gain a better understanding of basic living skills by focusing on the mastery of individual steps in a complex process. Task analysis can be applied to any process that can be broken into multiple steps. Once the steps have been identified and the directions created, instructors devise a learning plan that is customized to the needs and goals of the student. The instruction often relies heavily on visual support tools, such as cards, small replicas of objects, or the objects themselves.

In addition to helping the student with autism spectrum disorder, task analysis can improve the quality of life for all family members. Strong skills in communication, interpersonal relations, and social interactions help enable people with ASD to lead successful, independent lives. Autism Speaks outlines the purpose of task analysis and the many ways task analysis and other ABA approaches benefit individuals with ASD, their families, and their communities:

• Task analysis replaces problem behaviors with new skills, so students learn “what to do” rather than simply “what to stop doing.”
• Reinforcement increases on-task positive behaviors and minimizes negative behaviors.
• Tasks that teach self-monitoring and self-control engender skills that are easily transferred to social and job-related capabilities.
• Responding positively to a student’s behavior prevents unintentionally rewarding problem behavior.
• Students are better able to focus on and comply with specific tasks, which motivates them to perform.
• By improving cognitive skills, the tasks make it easier for students to learn other academic subjects.
• Learning appropriate behaviors in specific situations helps students generalize skills and apply them outside the classroom.

Demonstrating the Task Analysis for Brushing Teeth

Teeth brushing is a daily routine for dental hygiene that most adults perform with little conscious thought, but it is an example of an activity that can be challenging for children with autism spectrum disorder. Behavioral Health Works describes the task analysis for brushing teeth. The teaching begins by reinforcing the reason for the activity: to have clean, healthy teeth.

The next steps may seem intuitive to adults, but the process can be formidable for children who have never brushed their teeth themselves and may fear the sensory components of teeth brushing or making a mistake. By dividing the task into a sequence of discrete actions, children are more confident that they can perform each subtask correctly. Task analysis has been shown to teach these types of skills much more quickly than alternative instruction methods.

Few adults would guess that the relatively simple act of brushing one’s teeth is comprised of at least 18 separate operations:

• Pick up the toothbrush.
• Turn on the water tap.
• Wash and rinse the toothbrush.
• Turn off the water.
• Pick up the toothpaste tube.
• Remove the cap from the tube.
• Place a dab of toothpaste on the bristles of the toothbrush.
• Put the cap back on the tube of toothpaste.
• Use the bristle end of the brush to scrub all of the teeth gently. (This step may need to be broken into several subtasks, such as, “Start brushing the teeth in the top left corner of your mouth, then brush the top center, then the top right, then the bottom right,” etc.)
• After brushing all the teeth, spit the toothpaste into the sink.
• Turn on the water.
• Rinse off the toothbrush.
• Place the toothbrush back into its holder.
• Pick up a rinsing cup.
• Fill it partially with water.
• Rinse the mouth with water from the cup.
• Spit the water into the sink.

By breaking down the task into smaller activities, students are less likely to feel overwhelmed by the overall objective. However, students with ASD will likely need to master one or two of the steps at a time and then link the separate activities using either forward chaining or backward chaining, as ThoughtCo. describes:

• For students who are able to learn multiple steps at one time, forward chaining can be used to link the steps in the proper sequence via modeling and verbal prompts. Once the student demonstrates mastery of the first few linked steps without guidance, the next linked steps of the task can be taught.
• For students who lack strong language skills, backward chaining allows the teacher to perform the initial steps hand over hand while naming each step. This gives the student an opportunity to practice each step while simultaneously learning the corresponding vocabulary. Prompting is removed as the last steps of the process are taught, but reinforcement continues until the student has mastered the entire task.

The task analysis for brushing teeth can be facilitated by creating a visual schedule that indicates when the student has completed each step. The student can review the visual schedule before beginning the task, or the schedule can be placed on the counter so the student can refer to it as each step is performed.

Demonstrating the Task Analysis for Washing Hands

One of the simplest and most effective ways to prevent illness — in oneself and in others — is by washing one’s hands. The CDC recommends that people wash their hands frequently each day:

• Before and after preparing food
• Before eating
• Before and after treating a cut or wound
• After using the bathroom
• After blowing the nose, coughing, or sneezing
• After touching an animal, animal feed, or animal waste
• After handling pet food or pet treats
• After touching garbage

The CDC divides hand washing into five separate operations:

• Wet the hands with clean running water, turn off the tap, and apply soap.
• Rub the hands together with the soap to create a lather that covers the front and back of the hands and goes between the fingers and under the fingernails.
• Scrub the hands for a minimum of 20 seconds.
• Thoroughly rinse the hands under clean running water and then turn off the tap.
• Dry the hands using a clean towel or air dryer.

However, the task analysis for washing hands breaks down the process into several more discrete steps, as the New Behavioral Network describes:

• Stand in front of the sink.
• Run the water over the hands thoroughly.
• Apply soap to the hands.
• Scrub the hands for 20 seconds.
• Turn the water back on.
• Rinse the soap off the hands thoroughly.
• Dry the hands.

As with the task analysis for teeth brushing, breaking down the complexities of such basic hygiene tasks into smaller pieces helps individuals with autism spectrum disorder to build a chain of learning that completes the overall task when the separate steps are linked together. The forward and backward chaining taught as part of these exercises can be transferred to other social and employment situations.

A Look at Other Task Analysis Examples

The range of applications for task analysis in ABA therapy is limited only by the imagination of teachers and the needs of students.

• Accessible ABA highlights the many ways chaining can be combined with task analysis to teach students with autism spectrum disorder using the methods that are most effective for the way these students learn. A task analysis example demonstrating the versatility of this approach is learning how to put on a pair of pants, which may include steps for sliding each foot into each pant leg one at a time, pulling the pants up, and buttoning and zipping them.
• Think Psych offers the task analysis example of teaching students with autism spectrum disorder how to eat yogurt, steps for which include opening the refrigerator, taking the yogurt container out, removing the lid of the container, retrieving a spoon from the utensil drawer, using the spoon to eat the yogurt, throwing the empty yogurt container in the trash, and placing the dirty spoon in the dishwasher.
• The Autism Community in Action explains how to use task analysis to teach a student with autism spectrum disorder how to fold a towel, which starts by laying the towel flat on a table, taking the top corners of the towel in each hand, bringing the top edge down to the bottom edge, bringing the left edge of the towel to the right edge, smoothing the towel flat, and placing the folded towel in a basket or closet.
• ThoughtCo. provides an example of task analysis with backward chaining to help a student learn how to do laundry. The instruction begins when the load of laundry is completed: The student begins by removing the laundry from the dryer and folding it, and after this step is mastered, the student is shown how to set the dryer and push the start button. The instruction works backward step-by-step through the washing and drying process, culminating with lessons on how to sort the dirty laundry and load it into the washer.

Preparing for a Satisfying Career in ABA Therapy

Task analysis and other ABA techniques are part of a comprehensive evidence-based practice that teaches students with autism spectrum disorder the life skills they will need to live independently. Visual presentation approaches and breaking down complex tasks into a series of simple steps are keys to helping children with ASD process information quickly and simply.

Graduate programs such as Regis College’s masters in Behavior Analysis online prepare students who are starting their careers or looking to advance in their field. Among the career options available to MS-ABA graduates are ABA training coordinator, clinical supervisor, and clinical director. Graduates often work at outpatient care centers or government agencies, or in private practice.

Learn More About ABA Therapy Strategies

Discover more about how Regis College’s online Master of Science in Applied Behavior Analysis degree program helps address the growing need for health professionals trained in task analysis and other ABA methods that help students with autism learn the skills they will need to lead independent lives.

Recommended Readings

What Is Autism Spectrum Disorder and What Should Parents and Educators Know?

Strategies in Behavior Therapy: Creating a Behavior Assessment

Exploring ABA Techniques and Their Role in Treatment

Accessible ABA, “Use Chaining and Task Analysis to Help Your Child with Autism”

American Psychiatric Association, “What Is Autism Spectrum Disorder?”

Association for Science in Autism Treatment, Applied Behavior Analysis (ABA)

Association for Science in Autism Treatment, Behavior Chaining

Association for Science in Autism Treatment, Discrete Trial Instruction

Association for Science in Autism Treatment, Modeling

Association for Science in Autism Treatment, Shaping

Association for Science in Autism Treatment, “Teaching Procedures Using Principles of Applied Behavior Analysis”

Association for Science in Autism Treatment, Verbal Behavior/Applied Verbal Behavior

Autism Classroom, “What You Need to Know About Task Analysis and Why You Should Use It”

The Autism Community in Action , “Developing Lifeskills: How to Teach a Skill”

Autism Grown Up, “Task Analysis as an Evidence-Based Practice”

Autism Speaks , “Applied Behavior Analysis: A Parent’s Guide”

Autism Speaks, Autism Facts and Figures

Autism Speaks, What Is Applied Behavior Analysis?

Behavioral Health Works , “Using a Task Analysis to Teach a Child to Brush Their Teeth”

BetterHelp, “Understanding the Antecedent Behavior Consequence Model”

Indian Journal of Psychological Medicine , “Comprehensive Management of Autism: Current Evidence”

National Professional Development Center on Autism Spectrum Disorders , “Evidence-Based Practice Brief: Task Analysis”

New Behavioral Network, Washing Your Hands — Task Analysis

Psych Central, “ABC’s of Behavior (Antecedent-Behavior-Consequence)”

Psych Central, “Shaping, Chaining & Task Analysis with an Example from Everyday Life”

Research Autism, Applied Behaviour Analysis and Autism

ThinkPsych, Free Resource: Task Analysis Sheet

ThinkPsych, Task Analysis for Getting Dressed and Hygiene

ThoughtCo., “Chaining Forward and Chaining Backwards”

ThoughtCo., “Teaching the Functional Skill of Tooth Brushing”

Total Spectrum, Task Analysis of ADL’s and Multi-Step Directions

U.S. Centers for Disease Control and Prevention, Data & Statistics on Autism Spectrum Disorder

U.S. Centers for Disease Control and Prevention, When and How to Wash Your Hands

Let’s move forward

Wherever you are in your career and wherever you want to be, look to Regis for a direct path, no matter your education level. Fill out the form to learn more about our program options or get started on your application today.

Task Analysis In ABA Therapy: Examples & Strategies

Applied Behavior Analysis (ABA) therapy is a widely recognized and effective treatment for individuals with autism spectrum disorder (ASD) and other developmental disabilities.

ABA therapy involves breaking down complex skills into smaller, more manageable steps to teach individuals how to perform those skills.

Task analysis is a critical component of ABA therapy, as it allows therapists to identify the specific steps needed to teach a skill and to measure progress towards mastery.

In this article, we will explore task analysis in ABA therapy, provide examples of how it is used, and discuss strategies for implementing it effectively.

What Is Task Analysis?

Task analysis is the process of breaking down a complex skill into smaller, more manageable steps.

It involves identifying the specific behaviors that make up the skill and determining the order in which those behaviors should be taught.

Task analysis is a critical component of ABA therapy because it allows therapists to identify the specific steps needed to teach a skill and to measure progress towards mastery.

Examples Of Task Analysis In ABA Therapy

Task analysis is used in ABA therapy to teach a wide range of skills, including:

• Self-care skills, such as brushing teeth or getting dressed
• Social skills, such as making eye contact or initiating conversation
• Academic skills, such as reading or solving math problems
• Play skills, such as taking turns or sharing toys

Let's take a closer look at an example of task analysis in ABA therapy. Suppose a therapist is working with a child who is learning to tie their shoes. The therapist would break down the skill of tying shoes into smaller, more manageable steps, such as:

• Hold one shoelace in each hand
• Cross the laces over each other
• Make a loop with one of the laces
• Hold the loop with one hand and use the other hand to make a loop with the other lace
• Cross the loops over each other
• Tuck one loop under the other and pull tight

The therapist would then teach each step in order, providing reinforcement for correct responses and prompting or correcting errors as needed. As the child becomes more proficient at each step, the therapist would gradually fade their support until the child can tie their shoes independently.

Strategies For Implementing Task Analysis In ABA Therapy

Here are some strategies for implementing task analysis effectively in ABA therapy:

• Start with simple skills: When introducing task analysis, start with simple skills that the individual is likely to master quickly. This will help build confidence and motivation.
• Use visual aids: Visual aids, such as pictures or diagrams, can be helpful in breaking down complex skills into smaller steps.
• Provide reinforcement : Reinforcement is a critical component of ABA therapy. Provide positive reinforcement for correct responses and use error correction procedures when necessary.
• Fade prompts gradually: As the individual becomes more proficient at each step, gradually fade prompts until they can perform the skill independently.
• Generalize skills: Once the individual has mastered a skill in one setting, work on generalizing that skill to other settings and situations.

The Importance of Task Analysis in ABA Therapy

Task analysis is a critical component of ABA therapy, and it plays an essential role in the success of the treatment. By breaking down complex skills into smaller, more manageable steps, task analysis allows therapists to create individualized teaching plans that are tailored to each individual's needs.

This approach ensures that the individual is not overwhelmed by the complexity of the skill they are learning and can focus on mastering one step at a time.

Moreover, task analysis provides a clear roadmap for measuring progress towards mastery.

By identifying specific behaviors that make up a skill, therapists can track progress and adjust their teaching strategies accordingly.

For instance, if an individual is struggling with a particular step, the therapist can provide additional support or modify their teaching approach to help them overcome the challenge.

In addition to its practical benefits, task analysis also promotes generalization and maintenance of skills. When individuals learn new skills through task analysis, they are better able to generalize those skills across different settings and situations.

They are also more likely to maintain those skills over time because they have learned them systematically and reinforced each step along the way.

Overall, task analysis is crucial for effective ABA therapy. It allows therapists to create customized teaching plans that are tailored to each individual's needs while providing a clear roadmap for measuring progress towards mastery.

As such, it is an essential tool for helping individuals with autism spectrum disorder (ASD) and other developmental disabilities reach their full potential.

How to Conduct a Task Analysis in ABA Therapy

Conducting a task analysis in ABA therapy involves several steps. Here is a general framework for conducting a task analysis:

• Identify the skill: The first step in conducting a task analysis is to identify the skill that needs to be taught. This could be a self-care skill, social skill, academic skill, or play skill.
• Break down the skill: Once you have identified the skill, break it down into smaller, more manageable steps. Start by identifying the final step of the skill and then work backwards to identify each preceding step.
• Determine task sequence: Once you have broken down the skill into smaller steps, determine the order in which those steps should be taught. It's important to teach skills in a logical order so that individuals can build on their prior knowledge and experience success early on.
• Identify materials needed: Depending on the specific skill being taught, you may need certain materials or equipment to conduct the task analysis effectively. Make sure you have everything you need before starting your session.
• Teach each step: Once you have identified each step and determined their sequence, teach each step one at a time using prompting as necessary. Provide positive reinforcement for correct responses and use error correction procedures when necessary.
• Fade prompts gradually : As individuals become more proficient at each step, gradually fade prompts until they can perform the skill independently.
• Generalize skills : Once individuals have mastered a skill in one setting, work on generalizing that skill to other settings and situations.

By following these steps, therapists can conduct effective task analyses that help individuals with autism spectrum disorder (ASD) and other developmental disabilities learn new skills systematically and successfully reach their goals.

Common Mistakes to Avoid When Conducting a Task Analysis

While task analysis is an effective tool for teaching new skills, there are several common mistakes that therapists should avoid when conducting one. Here are some of the most common mistakes and how to avoid them:

Skipping Steps

One of the most significant mistakes therapists make when conducting a task analysis is skipping steps. It's important to break down complex skills into smaller, more manageable steps so that individuals can learn them systematically.

Skipping steps can lead to confusion or frustration and hinder progress towards mastery.

To avoid this mistake, make sure you spend enough time breaking down the skill into smaller steps. Start by identifying the final step of the skill and then work backwards to identify each preceding step. This will ensure that you don't miss any critical steps in the process.

Teaching Too Many Steps at Once

Another common mistake therapists make is trying to teach too many steps at once. While it may be tempting to teach multiple steps simultaneously, this approach can overwhelm individuals and hinder their progress towards mastery.

To avoid this mistake, start by teaching one step at a time, providing reinforcement for correct responses and using error correction procedures when necessary. Once individuals have mastered one step, gradually introduce additional steps until they can perform the entire skill independently.

Failing to Generalize Skills

A third common mistake therapists make is failing to generalize skills across different settings and situations. Individuals with autism spectrum disorder (ASD) and other developmental disabilities may struggle with generalizing skills because they have difficulty applying what they've learned in one context to another.

To avoid this mistake, work on generalizing skills as part of your task analysis plan. Once individuals have mastered a skill in one setting, work on transferring that skill to other settings and situations where it may be applicable.

By avoiding these common mistakes when conducting a task analysis, therapists can help individuals with ASD and other developmental disabilities learn new skills systematically and successfully reach their goals.

Using Technology to Enhance Task Analysis in ABA Therapy

Technology has become an integral part of modern society, and its use in ABA therapy can enhance the effectiveness of task analysis. There are several ways that technology can be used to improve task analysis in ABA therapy:

Video Modeling

Video modeling is a technique that uses video recordings to teach individuals new skills. This technique involves recording someone performing a skill and then showing the video to the individual who needs to learn the skill.

Video modeling can be an effective way to introduce task analysis because it allows individuals to see each step of a skill being performed multiple times.

Virtual Reality

Virtual reality (VR) is an emerging technology that has enormous potential for use in ABA therapy. VR allows individuals to enter a simulated environment where they can practice new skills in a safe and controlled setting.

This technology can be particularly useful for teaching social skills, such as initiating conversation or making eye contact, which may be challenging for some individuals with autism spectrum disorder (ASD).

Mobile Apps

Mobile apps can also be used to enhance task analysis in ABA therapy.

There are several apps available that provide visual aids for breaking down complex skills into smaller steps. These apps often include features such as timers, prompts, and reinforcement systems, which make them ideal tools for conducting task analyses.

Overall, technology offers many opportunities for enhancing task analysis in ABA therapy.

By incorporating these tools into their practice, therapists can create customized teaching plans that are tailored to each individual's needs while providing a clear roadmap for measuring progress towards mastery.

As such, it is essential for therapists to stay up-to-date with the latest technological advancements and incorporate them into their practice when appropriate.

In conclusion, task analysis is a critical component of ABA therapy. It allows therapists to identify the specific steps needed to teach a skill and to measure progress towards mastery. By breaking down complex skills into smaller, more manageable steps, individuals with autism spectrum disorder and other developmental disabilities can learn a wide range of skills and achieve greater independence.

Continue Reading

What is Task Analysis For ABA Therapy

The American Psychiatric Foundation defines Autism Spectrum Disorder as “A complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors.” Since it is a spectrum of symptoms and challenges, the effects and severity of ASD vary uniquely from one person to the next.

It’s also worth noting that the Centers for Disease Control and Prevention estimates that ASD is present in approximately 1 in 59 children. It tends to be more prevalent in boys than in girls, yet both genders benefit from the same ABA therapy techniques to help conquer their challenges and master important tasks.

Applied Behavioral Therapy is recognized as the “Gold Standard” for treating Autism Spectrum Disorder. It uses a combination of data-driven techniques to measure and improve an individual’s life skills and task mastery. This includes things like

The antecedent-behavior-consequence (ABC) method for Task Analysis.

This is a data-driven technique for developing appropriate skills while also decreasing maladaptive negative behaviors. Though there are important details to understand to help families support the progress of a child with ASK using Task Analysis thru ABC techniques.

What Is Task Analysis?

Task Analysis is often defined as the process of teaching complex activities through a thoughtfully designed series of simple steps that students can learn more easily. A growing body of research demonstrates that task analysis meets the criteria for data-driven practice by improving the adoption of appropriate behaviors and communication skills.

Many times, a task can be divided into smaller portions of time. To the point that a normal 20-minute activity may be broken into 5 four-minute segments. This type of approach is frequently associated with an ABA technique known as “Shaping” which teaches new behaviors by reinforcing the positive behavior without excessive repetition.

There are three important characteristics to this Task Analysis approach.

Consistency

Many children with ASD have a support team with multiple individuals they interact with. If different people demonstrate a task in different ways it can leave the child feeling confused. Task analysis ensures that a single approach is presented and reinforced in all learning situations.

Individualization

Every person with Autism Spectrum Disorder has unique strengths and weaknesses. Task Analysis can be customized to meet the student’s specific circumstances. For example, when teaching a child to remain in a group for 20 minutes through the shaping technique. This allows for the child’s support team member to customize the experience to the child’s own skill set.

Systematic Instruction

One common challenge faced by many children with ASD is dealing with the many variables that complicate learning. Fortunately, Task Analysis employs a “Discrete Trial Program” that is designed to divide activities into small steps which lead toward accomplishing the milestone set forth.

What Is The Difference Between Forward Chaining & Backward Chaining?

The term Forward Chaining and Backward Chaining refer to two different approaches to help teach a new complex skill to a child with ASD.

Forward Chaining

Forward Chaining calls on the child with ASD to learn the targeted task from the start of the task sequence and carry the process through each step of the task in the correct sequence of order. It is essentially a step-by-step approach, where each step is modeled by the instructor or therapist.

Backward Chaining

In contrast, Backward Chaining teaches a child with ASD the very last step of a particular task. By first having the student observe the instructor, they get the chance to process the steps. Then it escalates by having the child assist the instructor as reinforcement. Once the last step has been internalized the instructor moves to the second-to-last step of the task and continues backward in progression to the beginning of the process.

By starting out assisting, it helps remove some of the anxiety that children with ASD experience when learning a task.

Discrete Trial Instruction In Task Analysis

Discrete trial instruction is another highly effective technique used in the Task Analysis approach. It starts with the instructor giving the child with ASD a short, clear instruction. This includes providing a prompt to help them process and complete the task.

This method can be used by modeling as well as by target response to guide the child’s own responses. As the child progresses, the prompt is subtly removed. Once the child responds correctly, the instructor offers immediate positive feedback. If the child’s response is incorrect, the instructor patiently demonstrates or guides the student to perform the correct response.

What’s the Purpose of Task Analysis?

ABA therapy’s underlying goal is to help people with Autism Spectrum Disorder to learn the fundamental skills necessary to lead independent lives. Task analysis just is one of several approaches used by ABA therapists to fully understand and modify the individual’s behavior. Task Analysis has been shown to help children with ASD as well as adults to live their best possible life, though accomplishing critical skills and tasks.

There are several advantages of task analysis that make it effective at certain skill progressions. It can make it the preferred technique over other ABA approaches. This includes things like

• Making it easier to adapt to the needs of each individual learner.
• The ability to be applied in multiple settings, such as in classrooms, homes, and the community.
• Teaching skills the individual will use in everyday life.
• Versatile enough for one-on-one instruction as well as group settings.

Specific Skills That Benefit From Task Analysis

The overall versatility of Task Analysis gives it the ability to help individuals with ASD learn a wide range of skills. This includes things like:

• Communication skills
• Language skills
• Social interaction
• Basic Self-help skills
• Personal hygiene
• Play and relaxation activities
• Motor skills
• Academic skills

Task Analysis helps individuals with autism spectrum disorder to develop a better understanding of basic living skills through a guided process of focusing on mastering the basic steps of a more complex process. It can be methodically applied to nearly any process or life skill.

Once the steps have been properly identified and the step-by-step instructions have been applied. It can be used to create a customized approach to the needs and goals of the student.

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100+ Expressive Language Goals Speech Therapy with Free Goal Bank

Expressive language goals are an important part of speech therapy. Through expressive language goals, we help guide our students in improving their communication abilities. 

These goals are designed to build the capacity to convey thoughts, feelings, and information effectively. 

Our work in this area is deeply rooted in understanding the specific needs and abilities of each person, tailoring objectives that are both achievable and impactful. Careful assessment and progress tracking underpin our approach to ensure that therapy sessions contribute to meaningful development in speech and language skills.

If you are a speech-language pathologist or teacher looking to learn more about how to write speech therapy goals and for a massive list of expressive language goals, then this blog post was made just for you! 

Below is a goal bank of over 100 measurable goals to address expressive language difficulties and hopefully make your work day just a little bit easier!

Enjoy! 

Key Takeaways

• Expressive language goals are tailored to improve communication.
• Progress is monitored through careful assessment.
• Strategies & resources are personalized for each individual’s needs.

Understanding Expressive Language Goals

Defining expressive language and its importance.

Expressive language is the ability to communicate thoughts, feelings, and ideas through speech, writing, or other forms of output. It’s a crucial component of day-to-day interactions and a foundational skill for academic success and social integration. 

Speech therapy goals aimed at expressive language focus on enhancing the individual’s capacity to convey messages effectively. For individuals with language delays or expressive language difficulties, specific and measurable goals are essential to overcoming their challenges and improving their expressive language skills.

Role of Speech-Language Pathologists in Setting Goals

Our role in goal writing is to tailor objectives that address the unique needs of each person requiring early intervention or ongoing therapy. When setting expressive language goals, we can consider the following:

• Baseline Abilities : Understanding the individual’s current expressive language skills.
• Desired Outcomes : Identifying realistic targets that encourage progress yet remain attainable.
• Measurement Criteria : Establishing clear markers to evaluate progress and adjust goals as needed.

We combine our expertise with evidence-based practices to formulate goals that promote meaningful improvements in expressive language.

Components of Effective Goal Setting

When we set out to create successful treatment plans in speech therapy, the goals we establish are crucial landmarks for progress. Our goals need to be well-defined, evidence-based, and tailored to the unique needs of each individual we assist.

SMART Goals Framework

The SMART Goals Framework is essential for establishing clear and achievable targets. Goals must be:

• S pecific: Concrete and clear goals help us provide focused therapy.
• M easurable: We need to track progress objectively.
• A chievable: Goals must be realistic given the individual’s current abilities.
• R elevant: We aim for goals that significantly impact the individual’s communication skills.
• T ime-bound: We set time frames to keep goals within reachable deadlines.

Identifying Specific Areas of Need

To pinpoint the specific areas of need , we:

• Conduct thorough assessments to understand the individual’s baseline abilities.
• Listen to concerns and prioritize goals that align with the individual’s daily communication needs.

Recognizing these areas ensures our treatment plans are directly addressing necessary skills for improvement.

Creating Measurable and Functional Speech Goals

When developing comprehensive goal banks for IEPs, we ensure they are both measurable and functional, directly creating a path for visible progress and practical communication enhancement in various environments.

Sample Goals for Various Language Levels

• Goal: The child will use single words to make requests in 4 out of 5 opportunities.

Intermediate:

• Goal: The student will construct 4-word sentences to describe an event in 9 out of 10 trials with minimal prompts.
• Goal: The client will accurately narrate a past event using appropriate tense markers in 90% of observed opportunities.

Adapting Goals to the School Setting

Functional Communication:

• Goal: The child will request assistance during classroom activities using a full sentence in 4 out of 5 instances.

Integration with Academic Content:

• Goal: The student will use complex sentences to summarize a reading passage in oral form with 80% accuracy across four sessions.

100+ Expressive Language Goals for Speech Therapy Goal Bank

Simply scroll to the bottom of this blog post to download a pdf of these 100+ Expressive Language Goals

Speech Therapy Goals for Expressive Language Delay

Utterance expansion, narrative development, gestures/signs, categorizations, similarities, differences, comparisons, multiple meanings, grammar structure, vocabulary definitions.

Given a writing or speaking task, STUDENT will use present progressive-tense verbs (i.g., walking, running, laughing) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular plural markers (i.g., apples/feet) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use article/number agreement (i.g., an apple/the boys) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use present-tense verbs (i.g., give, go, drink) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular past-tense verbs (i.g., walked/ran) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use verbs to tell actions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase to answer WHERE questions with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase or adjective to answer HOW questions with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to call attention to an object (e.g., “this ball”, “my shoe”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show the disappearance of an object (e.g., “no cracker”, “apple all gone”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to indicate recurrence of an object (e.g., “more cracker”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words that contain an adjective and a noun (e.g., “big bear”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show possession of an object (e.g., “Daddy car”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show action object (e.g., “read book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show the location of an object (e.g., “dog car”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show agent action (e.g., “dog jump”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show emotion (e.g., “baby tired”) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to achieve the desired end of an object (e.g., “go home”) with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture, STUDENT will say 3 to 4-word utterances (e.g., “dog sitting in car”) with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use compound sentences (i.e., and, but, or, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2-3 word utterances to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will use 4-5 word utterances to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an orally presented sentence with missing words, STUDENT will identify missing words (i.e., articles, prepositions. etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use descriptive words to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use complete grammatically correct sentence to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence to tell about past events with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use 2-4 words to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to comment or share information, STUDENT will use2-4 words to express HIS/HER comment or share information with 80% accuracy in 4 out of 5 opportunities.

Given a wh-question, STUDENT will use2-4 words to answer simple Wh-questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities.

Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story, STUDENT will use descriptive language to tell their story with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story from their past, STUDENT will tell their story with the appropriate number of details and in the right order with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities.

Given a want or request, STUDENT will pair vocalizations with gestures when indicating a want or requesting an object with 80% accuracy in 4 out of 5 opportunities.

Given a want for “more”, STUDENT will use words and/or signs to ask for “more” with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity, STUDENT will use words and/or signs to indicate HE/SHE is “finished” with 80% accuracy in 4 out of 5 opportunities.

Given a difficult task or activity, STUDENT will use words and/or signs to ask for “help” with 80% accuracy in 4 out of 5 opportunities.

Given a “yes” or “no” question, STUDENT will use words and/or signs to answer the question with “yes” or “no” with 80% accuracy in 4 out of 5 opportunities.

Given 10 common objects or pictures, STUDENT will verbally label the item with 80% accuracy in 4 out of 5 opportunities.

Given a common object, noun, or action, STUDENT will verbally label the item in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

SEE ALSO: IEP Goal Bank Posts

Given an object or picture, STUDENT will describe the object or picture by stating the function of the item with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will describe the object or picture by stating the function of the word with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will name (3-5) items in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.) with 80% accuracy in 4 out of 5 opportunities.  

Given 3 to 5 items in a category (e.g., dog, cat, fish, etc.), STUDENT will identify the category (e.g., school items, home items, clothing, animals, colors, toys, etc.) and explain their relationships with 80% accuracy in 4 out of 5 opportunities.

Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will name (3-5) items in that category and (1) item that does not belong in that category with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 pictures, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 pictures, STUDENT will select the different picture and explain the differences with 80% accuracy in 4 out of 5 opportunities.

Given a list of 3 to 5 words verbally, STUDENT will identify the different word and explain the differences with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will identify the different word and explain the differences with 80% accuracy in 4 out of 5 opportunities.

Given a word pair verbally, STUDENT will explain the primary difference between the two words with 80% accuracy in 4 out of 5 opportunities.

Given two object pictures, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two spoken words, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two concepts (e.g. flying vs. driving), STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given 2 pictures that represent different meanings of the same word , STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities.

Given 2 sentences that represent different meanings of the same word, STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word, STUDENT will provide 2 or more definitions for the multiple meaning word with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture and asked a question, STUDENT will answer the question by identifying a minimum of (5) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given 10 items presented verbally, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

SEE ALSO: 179+ Wh Questions Free Printable

Given an object, picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present progressive verb tense (i.e., “The girl is running”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense (i.e., “The girl was running”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have” (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using conjunctions (i.e., “and”, “or”, “but”, “because”, “if”, “since”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using future tenses (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask yes/no questions (i.e., “Is the boy hurt?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask WH questions (i.e., “What is the girl doing?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using comparatives (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using superlatives (i.e., “That is the best cookie.”) with 80% accuracy in 4 out of 5 opportunities.

Given an idiom with a visual cue, STUDENT will accurately describe the meaning of the idiom with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally with no visual cue, STUDENT will accurately describe the meaning of the idiom with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately with 80% accuracy in 4 out of 5 opportunities.  

Given 5 words with picture cues, STUDENT will define the word correctly with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2-3 critical features to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

Given an emotional expression picture or story, STUDENT will use vocabulary to clearly describe the feelings, ideas, or experiences with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify synonyms with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify antonyms with 80% accuracy in 4 out of 5 opportunities.

Given 5 identified words in sentences, STUDENT will provide a synonym/antonym with 80% accuracy in 4 out of 5 opportunities.

Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted word with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify the opposite with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will describe the object or picture by naming the item, identify attributes (color, size, etc.), function, or number with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will define unfamiliar words using context clues with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define prefix and/or suffix with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define the vocabulary word using a complete sentence with correct grammar with 80% accuracy in 4 out of 5 opportunities. 

Assessment and Progress Tracking

Data collection and utilizing iep goals.

We meticulously collect data on each interaction that pertains to our client’s IEP goals. Crafting a well-structured IEP goal bank allows us to select targets that are measurable and aligned with the client’s specific needs.

As we collect this date, we cross-reference this information with our IEP goal bank to ensure consistency and completeness in our data collection efforts.

If you’re a classroom teacher or speech pathologists in need of data tracking forms while working on your student’s goals for speech-language therapy then be sure to check out my IEP goal data tracking for progress monitoring forms .

Or if you simply want a list of data sheets to choose from then be sure to check out my list of 35 free speech therapy data sheets roundup .

SEE ALSO: 21 Best Reinforcement Games for Speech Therapy

Therapeutic Techniques and Activities

We understand that the efficacy of speech therapy relies heavily on targeted therapeutic techniques and activities. These strategies are meticulously designed to foster language development and improve expressive skills. 

Here, we discuss two fundamental approaches: Structured Language Activities and Using Picture Scenes and Cards.

Structured Language Activities

Structured language activities are the cornerstone of our therapeutic approach. These activities provide a controlled environment where we can isolate specific linguistic skills for practice and reinforcement. For instance:

• Modeling : We offer models of correct language use, which clients can recognize and reproduce.
• Repetition : Clients are encouraged to practice specific words or sentence structures repeatedly to build proficiency.

Here are some of our favorite structured language activities to help accomplish speech therapy goals!

• Nobody Hugs A Cactus Structured Narrative Retell by BJT the SLP at Communication Reigns is a short story with specific objectives to build school aged language skills! Short stories play a crucial role in answering verbal prompts to build comprehension. This bundle offer WH Questions and types for fading cues so that all students have their necessary support.
• Speech Therapy: FREE Expressive Language Program by Speech Chick Alissa Halloway is a great way to use visual prompts and verbal prompts in a structured activity. This freebie is highly rated!
• Weekly Agenda / Learning Targets / Student Reflection by Expressive ELA Education is a great resource to add to your treatment plan! Students practice conversational skills and social skills as they are prompted through the plan for the week.

Using Picture Scenes and Cards

Picture scenes and cards elevate the engagement and contextuality of our therapy sessions. These tools help clients visualize and conceptualize language in relatable scenarios.

Picture Scenes : We use detailed scenes to encourage clients to describe activities, tell stories, and develop narrative skills. Picture Cards : These are used for more focused work on specific vocabulary, categorization, and articulation tasks.

Here are some great picture scenes and picture card resources for you!

• FREEBIE! Describing with your Senses Vocabulary/Word Finding Game BOOM CARDS by SLP Style is an engaging picture scene that prompts students to use social language and talk through their senses
• Expressive Language – What do you see at the beach? By Listen Speak Learn offers picture cues to talk about what is seen at the beach.
• Body Parts – Expressive and Receptive Identification by Our Impact is a great way to practice expressive language goals as students practice labeling body parts.

Blog Post Resources

Here are all my Speech Therapy Store blog posts for working on expressive language skills that you might also find helpful!

• 33 Most Common Irregular Plurals Flashcards – Download this first post of free irregular plurals with their real-life photos.
• 253+ Yes or No Questions for Speech Therapy – Here is a massive resource working on answering yes or no questions.
• 179+ Wh Questions Free Printable – Grab this freebie to work on answering wh-questions.
• 197+ Best Wh Questions Speech Therapy Activities – If you have a child or student working on wh-question you’ll also want to check out this list of helpful free resources.
• 31+ What Questions for Speech Therapy – Have your child or student watch these wordless videos and then answer the “what” question using the interactive quiz with instant feedback.
• 31 Best Wordless Videos to Work on Answering Questions – Have your student watch these fun animated wordless videos and then answer the included wh-questions. 
• Nature Themed Bundle – This bundle includes yes/no questions, wh-questions, pronouns, regular past tense verbs, and irregular past tense verbs.
• Technology Themed Bundle – This bundle also includes yes/no questions, wh-questions, pronouns, regular past tense verbs, and irregular past tense verbs.

Need Other IEP Goals?

Are you a speech language pathologist looking for other effective iep goals for speech? If so, be sure to check out my master list of IEP goals here . 

This list of goal writing ideas also includes the following speech pathology goals:

• Figurative Language
• Final Consonants
• Prepositional Phrase
• Context Clues
• Articulation Goals (Single Word Level, Phrase Level, Sentence Level, and Conversation)
• Communication Device – Nonverbal Communication

These are just a few of the possible goal combinations listed on this master list of over 432 IEP goals made for a speech therapist.

<< Fill out the Form to grab your free 100+ Expressive Language Goals PDF >>

Grab your expressive language iep goal bank, frequently asked questions :, expressive language goals for speech therapy.

In this section, we provide a thorough overview of common inquiries surrounding expressive language goals in speech therapy, particularly as they relate to children and early intervention programs.

What objectives are typically included in expressive language goals for speech therapy?

We often target the enhancement of vocabulary, the correct use of grammar, the ability to construct sentences, and the skill of relaying information or needs. Increasing the variety and complexity of spoken language is also a primary objective.

How can one formulate effective long-term goals for expressive language development in speech therapy?

We focus on creating goals that are achievable and measurable, tailored to the child’s current abilities and potential for growth. Goals are plotted out over a period, with milestones that align with the child’s developmental stage.

Can you provide examples of expressive language goals for early intervention programs?

Certainly. We set goals like expanding the child’s vocabulary, encouraging the use of two to three-word phrases, and improving the clarity of speech. Another example is prompting the child to initiate communication.

What strategies are used to establish expressive communication goals in therapy?

We use a detailed assessment of a child’s current language abilities to establish baselines, then leverage those findings to set individualized goals. Strategies may include play-based learning or structured activities.

How do therapists measure progress towards expressive language goals in speech therapy?

Progress is measured through consistent tracking of therapy sessions, using tools such as language samples, direct observation, and standardized tests. We look for signs of improvement in the child’s ability to express themselves.

What are some common goals set for 3-year-olds to enhance expressive language skills?

For 3-year-olds, we often set goals aimed at increasing sentence length, improving story-telling skills, and fostering the use of pronouns and prepositions, reflecting typical language development milestones for this age group.

Want Even More Expressive Language Goals for Speech Therapy?

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Want the Best of the Bests?

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