Definition: Required for Criterion Referenced Assessments. Breaking down of a academic or behavioral task into component skills in order to sequence instruction and target intervention.
Why it matters: It allows for clear, sequenced, and measurable instruction and assessment of progress towards complex academic or behavioral tasks.
Example of use: A teacher wants to teach a student how to put his shoes on. She creates a task analyses: can identify his shoes, can find matching pair of shoes, can put each shoe on the correct foot, and tie shoelaces.
Hughes, S. (1982). Another Look at Task Analysis. Journal Of Learning Disabilities, 15(5),
Wynne, S. A. (2008). AEPA 22 Special Education. Boston: XAMonline.