Sabrina Bogosian
EDU 347
TASK ANALYSIS AND CHAINING OF SHOE TYING 2
classroom in an alternative school for students with moderate to severe disabilities. The school is
in town, but Jack lives in a more rural residence with his mother, father, sister, and brother.
While Jack’s primary diagnosis is autism spectrum disorder (ASD), he has also been diagnosed
with mood disorder not otherwise specified, and attention deficit hyperactivity disorder (ADHD).
Socially, Jack is high functioning in comparison to most of his classmates. He is a good leader
and often exhibits his leadership skills when the special education teacher allows him to conduct
part of calendar time. He is always willing to help, and often volunteers to pass out materials or
run an errand to the office when needed. His teacher shared that Jack gets along well with others
According to the school’s grading system, Jack is “making progress.” Although his
primary areas of need are academic, behaviorally, he is working on attending to tasks and
walking independently to the school cafeteria from the classroom. Other behavioral areas of
concern include impulse control and proper pacing during academic tasks. His teacher shared
that he often needs redirection and reminders not to rush when performing academic tasks.
Outside of the classroom, Jack receives occupational therapy services to assist him in mastering
fine motor coordination. Academically, Jack is successful in performing addition and subtraction
that does not require regrouping and solving one-step word problems. He is currently working on
reading, math, and writing with the goal of performing on grade level. Reinforcement preferred
by Jack includes time on the iPad, time outside, time in the sensory room, and behavior-specific
praise.
TASK ANALYSIS AND CHAINING OF SHOE TYING 3
Targeted Task
The task targeted for this project is teaching Jack how to tie his shoes. Although he
knows some of the steps involved, he cannot complete the process independently. Though shoes
with Velcro straps exist, shoe tying is an important skill for Jack to learn primarily because the
shoes he wears every day have laces. Without the ability to tie his shoes, Jack will be required to
continuously ask the adults and peers around him for help. Shoe tying is a skill mastered by
most, including the majority children his age. Being able to tie one’s shoes is a manifestation of
the independence that his parents and special education teacher desire for him. Moreover,
Jack already knows to hold each of the laces in his right and left hand above his shoes.
From being prompted in baseline data, he knows how to cross the laces, pull one lace through,
and then pull them tight. He knows how to form two loops, or “bunny ears” as he calls them, but
does not pinch the loops in the correct spot. With Jack having already mastered a few steps in the
process, it is quite possible for him to accomplish the goal of tying his shoes independently this
year.
Task Analysis
A task analysis is used when teaching someone how to complete a task that has multiple
steps (Snodgrass, Meadan, Ostrosky, & Cheung, 2017). It involves analyzing a complex task and
breaking it down into a sequence of the individual components or steps that make up that task
(Miltenberger, 2016). Breaking down the complex task into each of its component tasks ensures
that the person is taught every step in the chain (Alberto &Troutman, 2013; Snell & Brown,
2013). Once the task analysis is created, the needs of the learner ought to be considered. It might
be the case that the learner would benefit from breaking the tasks into even smaller components,
TASK ANALYSIS AND CHAINING OF SHOE TYING 4
or alternatively having components combined into larger units of behavior (Miltenberger, 2016).
Considering that Jack already has some experience with the two-loos method of tying shoes, the
task analysis was tailored to reflect that. The task analysis used for the chaining procedure was
implemented as follows:
Table 1
4. Crosses the left lace over the right one to form a triangle
12. Crosses the left loop over the right loop while keeping two fingers in the whole
Chaining Procedure
Chaining involves breaking a task down into a series of sequential steps and then
teaching each individual step to mastery through prompting and differential reinforcement
(Slocum & Tiger, 2011). There are three different forms of chaining: Forward chaining,
backward chaining, and total task presentation (Cooper, Heron, & Heward, 2007). Forward
chaining is a process by which the learner is taught the behavior chain one component at a time
through prompting and fading, beginning with the first component (Miltenberger, 2016).
Backward chaining, like forward chaining, is taught one component at a time through prompting
and fading. However, it differs in that the last component of the behavior chain is taught first
(Snodgrass et al., 2017). Total task differs from both forward and backward chaining in that, the
chain of behaviors is taught as a single unit, with the entire task being completed each learning
Spooner and Spooner (1984) found that chaining procedures should be selected based
upon the individual who will be using them to learn because each procedure is relatively equal in
efficacy. Considering that Jack has already mastered the first few component tasks involved with
tying one’s shoes, forward chaining will be used for the sake of its intuitive nature and for the
purpose of building Jack’s confidence. Jack is highly motivated to learn how to tie his shoes, so
only mild reinforcement is necessary. His teacher indicated that he enjoys praise and attention.
As such, behavior specific praise will be used to reinforce each of Jack’s independent responses.
TASK ANALYSIS AND CHAINING OF SHOE TYING 6
Results
12
10
Independently
8
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Session
Graph 1. Shoe tying: Number of steps completed independently. This graph depicts the number
of steps Jack completed independently per session when engaged in the task analysis.
7
6
5 Verbal
4 Gestural
3
2 Partial Physical
1
0 Full Physical
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Session
Graph 2. Number of prompts by type. This graph illustrates the number of prompts by type that
were given per session while Jack engaged in shoe tying.
The results of the chaining procedure were positive, but more time and reinforcement will
be necessary to help Jack maintain and perfect this newly acquired skill. During the five baseline
sessions, Jack could independently complete, at most, seven out of the fourteen steps in the task
analysis. The steps that he could complete independently were those at the beginning: Pinches
the laces, pulls the laces to tighten lifts the laces above the shoe, crosses the left lace over the
TASK ANALYSIS AND CHAINING OF SHOE TYING 7
right one to form a tepee, brings the left lace toward self, pulls the left lace through the tepee, and
pulls the laces away from one another to tighten. During the intervention phase, Jack eventually
progressed to completing the entire task of tying his shoes without any prompting. The results of
the chaining procedure are depicted visually in Graph 1, which displays an upward trend in the
data, indicating an improvement from baseline to intervention, in regards to the number of steps
that Jack could complete independently. There is no overlap in the data portrayed in Graph 1 and
the upward trend begins as soon as the intervention is introduced, suggesting that the chaining
procedure was effective. Graph 2, which depicts the type and number of prompts given per
session, also suggests an overall improvement in Jack’s ability to complete steps on his own
from baseline to intervention. The portrayal of both the type and number of prompts given per
session in Graph 2 provides insight into Jack’s progression in independence. For example, even
though there is a rise in verbal prompting seen in later sessions, it comes in conjunction with a
decrease in other more intrusive prompts, indicating that Jack is advancing in autonomy.
That being said, there is a noticeable regression in the number of steps completed
independently between session 9, and sessions 10 and 11. This could be due to the five-day gap
between session 9, which was completed on October 31st, and sessions 10 and 11, which were
completed on November 5th. Also noteworthy, is the perceivable increase in the number of steps
completed independently and decrease in the number of prompts seen in sessions 12-15.
Although this increase in independence can be attributed to the chaining procedure, it should also
be noted that it was learned just prior to beginning the 13th session that a paraeducator had
recently begun working with Jack on shoe tying. Therefore, both the chaining procedure and the
instruction provided by the paraeducator are likely responsible for Jack’s more rapid
Future Recommendations
In order to maintain and help Jack to become fluent in shoe tying, it will be important for
him to practice the skill throughout the year. Of course, he will have the opportunity to do so
every time his shoe comes untied. However, structured practice with an adult who has mastered
the skill and who is willing to teach the skill according to the task analysis will be necessary for
Jack to effortlessly tie his shoes. This practice could take place once a day in the mornings until
Jack can tie his shoes without any prompting whatsoever for a total of ten consecutive sessions.
Once Jack ties his shoes independently in ten consecutive practice sessions, the traditional shoe
tying method, in which an individual makes only one loop and wraps the other lace around it,
can be introduced. When introducing the one-loop method, a stronger form of reinforcement may
need to be used, because at that point Jack would already know how to tie his shoes and may be
Some of the challenges I encountered with this project included designing the task
analysis and implementing the chaining procedure it in a systematic fashion. When designing the
task analysis, I had separated the task into a series of very small units of behavior. I realized
when implementing the chaining procedure that the student was quite capable of grasping the
task in larger units of behavior than those that I had determined. Going forward, I will spend
more time considering a student’s level of ability when I design a task analysis, rather than
assuming that smaller units are best in every circumstance. In regards to the implementation of
the chaining procedure, I found that it felt unnatural and difficult to engage in least-to-most
prompting with a specified time gap between each one. In the future, I will provide myself with a
visual cue of the prompt hierarchy and specified time delay in order to ensure that I implement
Overall, it was a pleasure to work with Jack, who so willingly engaged in the chaining
sessions and took pride in the fact that he was progressing in the ability to tie his shoes. The
reinforcement used, behavior-specific praise, seemed to work really well for him. He beamed
every time that I congratulated him for doing some aspect of the task correctly. I will be
Bibliography
Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th edn.).
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper
Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Boston,
Snell, M. E., & Brown, F. (2011). Selecting teaching strategies and arranging educational
Slocum, S. K., & Tiger, J. H. (2011). An assessment of the efficiency of and child preference for
doi:10.1901/jaba.2011.44-793
Snodgrass, M. R., Meadan, H., Ostrosky, M. M., & Cheung, W. C. (2017). One Step at a Time:
Using Task Analyses to Teach Skills. Early Childhood Education Journal,45(6), 855-
862. doi:10.1007/s10643-017-0838-x
Spooner, F., & Spooner, D. (1984). A review of chaining techniques: Implications for future
research and practice. Education and Training of the Mentally Retarded, 19, 114–124.
TASK ANALYSIS AND CHAINING OF SHOE TYING 11
Grade: 5
Age: 11
Parents/Guardians:
Married
Siblings:
Reading: Jack is working at a 4th grade level with sight words. He hasachieved 70%
accuracy in comprehension.
Math: Comfortable with single digit addition and subtraction, working on double-digit
addition and subtraction, sometimes mixes up addition and subtraction signs, and knows
Accommodations: Verbal and visual prompting, having questions read aloud, having
Academic Strengths:
Reading: Sight words (aim to be on grade-level), reading comprehension (move from 3rd
to 5th grade-level).
Math: improved accuracy with double-digit addition and subtraction, ID value of a group
of coins.
Behavioral Strengths:
Good leader
Likes to be helpful
Attending to tasks
Sometimes has trouble with touching students and making inappropriate gestures
Slightly disorganized
iPad
Outside time
Sensory room
Praise
Goals or aspirations the parents have for their child for this school year:
Goals and aspirations described by the parents are more long-term in nature.
Additional Information:
Diagnoses:
Per your observations, time spent in the classroom, and interactions with the student, reflect on
The student enjoys playing with other students in the class during free time. He
tends to imitate the special education teacher and paraeducator when interacting with his
peers. For example, if another student behaves in a way that Jack believes is against
classroom rules, he will say the other student’s name in a huffy voice. He enjoys taking
When presented with academic work in small amounts, the student typically
completes it without any issues. However if the task is longer, he can become distracted
3. How would you describe the student’s strength and areas of need relative to behavior?
Jack’s strengths include his desire to be helpful to both peers and adults in the
classroom and his desire to be a leader. Both of these are excellent qualities, but Jack
needs help with knowing how to decide when it is an appropriate time to help or take
charge. Additionally, one more area of need is related to helping Jack to maintain his
4. If you have to pick 2 areas for academic and 2 areas for behavior to work on, what would
you suggest?
how to decide when it is an appropriate time to help and maintaining his attention on a
certain task.
5. Do you think this student would benefit from accommodation during assessments? If so,
Since Jack can be easily distracted from academic tasks, it would be beneficial to
allow him to take assessments in a room away from other students, noise, and wall
decorations. In addition, it could be helpful to allow Jack to have extra time to complete
6. What are some current modification and accommodation being implemented for this
At the school that Jack attends, all students are for the most part working at their
own pace. They are not bound to a typical curriculum found in most general education
classrooms. Jack too is working on specific skills related to his IEP goals.
verbal and visual prompting, small amounts of academic work presented at one time, and
a divider at his desk that assists in keeping him from getting distracted.
7. Does the student currently participate in any related services (e.g., speech and language
therapy, occupational therapy, vision support, hearing support, physical therapy, nursing
services, etc.)?
8. Is there any other information about the student you feel is important to document?
N/A
TASK ANALYSIS AND CHAINING OF SHOE TYING 16
1. What items did you review (e.g., sample work, report card, progress reports, behavioral
IEP
Reading (sight words): Jack has mastered 80% of sight words that are just one grade-
level below his own. The goal is for him to be on grade-level by the end of the year.
level.
Functional: Going to the cafeteria and returning with his lunch tray. (This is a goal
during assessments?
The student receives accommodations on both the state writing and social studies
assessments.
The student partakes in alternative assessments for reading, math, and science.
TASK ANALYSIS AND CHAINING OF SHOE TYING 17
Accommodations include verbal and visual prompting, having questions read aloud,
4. How much of the school day does the student spend in the general education environment
Per the IEP, the student spends all of his educational time at an alternative school for
5. Does the student have a completed FBA, BIP, or another behavior-specific plan?
No
6. After reviewing the information, what was most helpful and interesting? What impact,
The most helpful piece of information in Jack’s records was his diagnoses, which
really assisted me in planning for any potential challenges that could arise as a result
that he could become easily distracted it was decided that the chaining sessions would
I’d be curious to know if chaining has been used to teach Jack a complex skill in the
past. If so, I’d want to know which procedures has/have been used.
TASK ANALYSIS AND CHAINING OF SHOE TYING 18
Baseline:
Independent (I), Verbal (V), Gestural (G), Partial Physical (PP), Full Physical (FP)
Intervention:
fingers in the
hole
13 Pushes the left V, V, V, V, V, V, V, G, I V I
loop partially G, G, PP G, G, G, PP
through the PP PP PP PP PP
hole
14 Pulls the loops I I I V, V, V, I I I I
away from one G, G, G,
another to PP PP PP
tighten
Total I 8 11 12 11 10 9 11 13 12 14
Total V 6 3 2 3 4 5 2 1 2 0
Total G 6 2 0 2 3 4 1 0 0 0
Total PP 4 2 2 3 4 5 1 0 0 0
Total FP 0 0 0 0 0 0 0 0 0 0