Amanda Rowland Task Analysis Task Analysis 1 1.

For the skill of Vacuuming the carpet in the living room I would break up the task into smaller task analyses. Personally, I think breaking it up into three separate task analyses would be ideal. The first one would be preparing to vacuum. This would include things like moving the furniture, retrieving the vacuum, and plugging the vacuum into the wall. The second task analysis would be the actual act of vacuuming. This would include turning the vacuum on and vacuuming the room. The final analysis would be cleaning up. This would include unplugging the vacuum, emptying the bag, putting the vacuum away, and returning the furniture to its original position. One could make one giant task analysis for all three of these parts, but if we split it up into smaller sections the student will be able to learn it better and we will be able to assess it better. This makes a more organized process as well. The set up and clean up parts of a task are often very different skills than the task itself, this is another reason why it is important to separate them into different task analyses. 2. Task Analysis: Vacuuming the carpet in the living room 1. Walk to vacuum and stand one foot away from the back of the vacuum with the handle pointing towards your belly button. 2. Find the vacuum control button and use your right thumb and index finger to switch setting to carpet. 3. Grip vacuum handle using your right hand making sure to wrap all fingers around the handle. 4. Visually locate lever above the back left wheel of the vacuum. 5. Transfer the weight of your body onto your right foot while lifting your left foot off the ground and above the lever you just located. 6. Use left foot to push down the lever while simultaneously using your right hand to pull the vacuum handle towards your body. 7. Remove your left foot from the lever and place it flat on the floor. 8. Hold handle of vacuum at the height of your hips and a foot in front of your body. 9. Walk while pushing the vacuum to the back left corner of the room and position yourself and the vacuum to face the right wall. 10. Visually locate the on/off switch. 11. Use left thumb and index finger to switch setting to on. 12. While keeping the position of the handle in place and the base of the vacuum in contact with the floor at all times, walk in a straight line forward while pushing the vacuum in front of you. 13. Stop when the front of the vacuum is one inch away from the wall on the opposite side of the room. 14. Pick up the power cord off the ground using your left hand and allow about two feet between where your hand and cord come in contact and where the cord connects with the vacuum. 15. Take one step backward the distance of about 12 inches.

16. Turn body and vacuum 180 degrees to the left to face the wall directly across form the one you are currently facing. 17. Use left hand to move power cord out of the straight line path in front of you. 18.While keeping the position of the handle in place and the base of the vacuum in contact with the floor at all times, walk in a straight line that overlaps previous path by one inch while pushing the vacuum in front of you. 19. Non-mandatory- Vacuum again areas where you still see debris. Note: Repeat steps 12-18 until the entire room is vacuumed. Step 19 is a non-mandatory step 3. Task Analysis for Vacuuming **line does not represent real data** In order to graph a task analysis like the one above the repeater steps and non-mandatory step must be taken into consideration. On the x-axis of our graph we would want to write the dates that the task analysis occurred. This way, we can track progress over time. On the y-axis we want to put the percentage of completed steps. In general, you would want to take the total number of steps that the student completed correctly and divide that by the total number of steps in the task analysis and multiply by 100. This gives the percent of completed steps and this is what we would graph on the y-axis. When it comes to repeater steps every time the step is attempted by the student it counts as a step in the process. For example, in the above task analysis there are 18 mandatory steps and 7 of these steps are repeater steps. If in oder to vacuum the entire room they must complete steps 12-18 5 times each then the total number of steps in the task analysis becomes 46 instead of 18. Also, if they complete step 12 correctly 5 times it is counted in the calculation as 5 correct steps not just one. We want to note whether or not the non-mandatory step was completed but we dont count this in the percentage that we plot on the graph. Another thing to note is that this graph is only for one of three task analyses for the entire task of vacuuming. If you want to graph data from all three of these task analyses and get a comprehensive look at the task of vacuuming you would need to take the steps completed correctly in all 3 analyses divided by the total number of steps in all 3 analyses and multiply by 100. Then you would graph these results on a new graph to get a look at the entire task of vacuuming, but sometimes it is useful to graph them separately as well.

Task Analysis 2 For the skill of unloading a full dishwasher and putting away clean dishes I would split the task analysis into many smaller task analyses. I would make the first one getting ready to unload the dishwasher. This would include clearing the countertop, opening the dishwasher, and pulling out the top rack. I would also make a task analysis for putting away dishes that stack and one for putting away dishes that dont stack well. Finally, I would make a task analysis to closing up the dishwasher and cabinets. One could make one giant task analysis for all four of these parts, but if we split it up into smaller sections the student will be able to learn it better and we will be able to assess it better. This makes a more organized process as well. The set up and clean up parts of a task are often very different skills than the task itself and stackable dishes is a different skill than non stackable dishes, this is another reason why it is important to separate them into different task analyses. 2. Task Analysis Unloading Full Dishwasher and Putting Away Clean Dishes 1. Grasp a stackable item (plastic cup, bowl, large plate, or saucer) in dishwasher rack and remove item from rack. 2. Place entire item on the countertop with at least one inch distance from the edge of the counter. 3. Grasp the same type of item from step 1 (plastic cup, bowl, large plate, or saucer) in dishwasher rack and remove item from rack. 4. Place item directly on top of the like item already present on the countertop. 5. Walk to cabinet where this type of dish is usually stored. 6. Using right hand grasp cabinet handle and pull open until the door cannot be opened any further. 7. Walk to countertop where stack of dishes is located. 8. Grip the stack of dishes with both hands equidistant on opposite sides of the stack. 9. Lift stack off the countertop and bring stack as close to the body as possible. 10. Walk dishes to previously opened cabinet. 11. Place stack of dishes inside cabinet 12. Non-mandatory step- place stack of dishes on top of a stack of the same type of dishes that are already present inside the cabinet. 13. Use right hand to grasp cabinet handle and pull cabinet closed. 14. Walk back to the dishwasher. 15. Non-mandatory step- Take towel on countertop and dry off countertop. Note: Repeat steps 3 and 4 until all of that type of dish have been removed from the dishwasher. Repeat steps 1-15 for each type of stackable dishes. Steps 12 and 15 are non-mandatory steps 1. 3. Task Analysis for Unloading Full Dishwasher and Putting Away Clean Dishes

**line does not represent real data** This data is graphed and analyzed in a very similar manner to the vacuuming example. The x-axis will show the dates the student performed the task of unloading and putting away dishes. The y-axis will show the percentage of completed steps. Here, we also may want to combine all of the separate task analyses into one big one and graph that since unloading a dishwasher includes the skills of putting away multiple different types of dishes. If we only focus on if they can put away plates we dont really know if they can unload a dishwasher because a dishwasher generally contains more than just plates. Once again, non-mandatory steps are not factored into the steps for calculating the percentage of completed steps. Each time a repeater step is performed it is counted in the calculation. So, every time the student stacks another bowl you add another total step and step completed correctly to your calculation. To find the percent you take steps completed correctly and divide by total number of steps and multiply by 100. One must combine all of the separate task analyses to get a comprehensive view of how well the student does the entire task.