Running Head: TASK ANALYSIS AND CHAINING OF SHOE TYING 1

Task Analysis and Chaining of Shoe Tying

Sabrina Bogosian

EDU 347
TASK ANALYSIS AND CHAINING OF SHOE TYING 2

Task Analysis and Chaining of Shoe Tying

Jack is an 11-year-old Caucasian male student in a self-contained special education

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

and makes friends easily.

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,

advancing in self-sufficiency can contribute to a healthy sense of self-esteem.

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

Task Analysis of Shoe Tying

Steps of Task Analysis

1. Pinches the laces

2. Pulls the laces to tighten

3. Lifts the laces above the shoe

4. Crosses the left lace over the right one to form a triangle

5. Brings the left lace toward self

6. Pulls the left lace through the triangle

7. Pulls the laces away from one another to tighten

8. Bends the right lace to form a loop

9. Pinches the right loop with the right hand

10. Bends the left lace to form a loop

11. Pinches the left loop with the left hand

12. Crosses the left loop over the right loop while keeping two fingers in the whole

13. Pushes the left loop partially the hole

14. Pulls the loops away from one another to tighten

TASK ANALYSIS AND CHAINING OF SHOE TYING 5

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

trial (Miltenberger, 2016).

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

Shoe Tying: Steps Completed Independently

14 Baseline Intervention
Number of Steps Completed

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.

Number of Prompts by Type

8
Number of Prompts Given

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

improvement in later sessions.

TASK ANALYSIS AND CHAINING OF SHOE TYING 8

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

less motivated to learn an alternative method.

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

the chaining procedure with fidelity.

TASK ANALYSIS AND CHAINING OF SHOE TYING 9

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

interested to see how Jack maintains this new skill.

TASK ANALYSIS AND CHAINING OF SHOE TYING 10

Bibliography

Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th edn.).

Upper Saddle River: Pearson.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper

Saddle River, NJ: Pearson Education.

Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Boston,

MA: Cengage Learning.

Snell, M. E., & Brown, F. (2011). Selecting teaching strategies and arranging educational

environments. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe

disabilities (7th edn., pp. 122–185). Upper Saddle River: Pearson.

Slocum, S. K., & Tiger, J. H. (2011). An assessment of the efficiency of and child preference for

forward and backward chaining. Journal of Applied Behavior Analysis,44(4), 793-805.

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

Appendix A. Student Background Interview

Student Pseudonym: Jack

Grade: 5

Age: 11

Environment: Urban Rural Suburban Other:

Parents/Guardians:

 Married

Siblings:

 Sister and brother

Current Grades in School:

 According to the school’s grading system, Jack is “making progress.”

 His teacher described him as high functioning.

Present Level of Performance:

 Reading: Jack is working at a 4th grade level with sight words. He hasachieved 70%

accuracy in comprehension.

 Spelling: Not specified.

 Writing: Needs prompting when writing sentences.

 Math: Comfortable with single digit addition and subtraction, working on double-digit

addition and subtraction, sometimes mixes up addition and subtraction signs, and knows

coin values and how to count money.

Any adaptations in place for taking assessments?

 Alternate Assessment: Reading, math, science

 Accommodations for: writing, social studies

TASK ANALYSIS AND CHAINING OF SHOE TYING 12

 Accommodations: Verbal and visual prompting, having questions read aloud, having

questions reworded, and extra time.

Academic Strengths:

 Adding and subtracting one-digit numbers with and without regrouping

 One-step word problems

Academic Areas for Improvement:

 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.

Writing: Write in complete sentences and work on writing conventions.

Behavioral Strengths:

 Good leader

 Likes to be helpful

 Gets along well with others

Behavioral Areas for Improvement:

 Attending to tasks

Behavior Intervention Plan (BIP)? Yes No

Describe social skills and relationships with peers:

 Sometimes has trouble with touching students and making inappropriate gestures

 Interacts well and has an easy time making friends at school

Describe organization and decision-making skills:

 Struggles with impulse control.

TASK ANALYSIS AND CHAINING OF SHOE TYING 13

 Rushes and needs to be prompted to not rush.

 Slightly disorganized

Describe things that he/she finds motivating and reinforcing:

 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:

o Autism spectrum disorder (ASD)

o Mood disorder not otherwise specified

o Attention deficit hyperactivity disorder (ADHD)

TASK ANALYSIS AND CHAINING OF SHOE TYING 14

Appendix B. Student Observation Form

Per your observations, time spent in the classroom, and interactions with the student, reflect on

the following questions.

1. How does the student interact socially in the class?

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

on the role of director in his peer relationships.

2. How does the student respond to complete academic work?

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

and postpone its completion.

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

attention on tasks without rushing through them.

4. If you have to pick 2 areas for academic and 2 areas for behavior to work on, what would

you suggest?

Academically, Jack needs to work on adding and subtracting two-digit numbers

and on reading comprehension. Behaviorally, it will be important to work on learning

TASK ANALYSIS AND CHAINING OF SHOE TYING 15

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,

what would you recommend?

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

his assessments so that he can truly demonstrate his understanding.

6. What are some current modification and accommodation being implemented for this

student in the classroom?

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.

Accommodations include small group and one-on-one direct instruction, manipulatives,

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.)?

 Occupational therapy for motor coordination and visual motor integration

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

Appendix C. Review of Records Form

1. What items did you review (e.g., sample work, report card, progress reports, behavioral

records, IEP, BIP, FBA, anecdotal notes, etc.)?

 IEP

 Progress monitoring forms

2. Record information on the student’s current level of performance as it related to their

grades, goals, and current level of development.

 “Making progress” according to the school’s grading system

 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.

 Reading (comprehension): Jack reads with 70% accuracy at a third-grade reading

level.

 Math (double digit subtraction): 68% mastery.

 Math (double digit addition): 60% mastery.

 Functional: Going to the cafeteria and returning with his lunch tray. (This is a goal

that he has achieved.

3. Does the student receive any accommodations or modifications in the classroom or

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,

having questions reworded, and extra time up to one day.

4. How much of the school day does the student spend in the general education environment

per the IEP?

 Per the IEP, the student spends all of his educational time at an alternative school for

students with more moderate to severe disabilities. Therefore, he spends no time in

the general education environment.

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,

guidance, or influence does it have on your chaining project?

 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

of symptoms related to his ASD, ADHD, or mood disorder. Specifically, knowing

that he could become easily distracted it was decided that the chaining sessions would

be conducted in an area apart from the rest of the class.

7. What additional information would you be interested in obtaining?

 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

Appendix D. Data Collection Documents

Baseline:

Independent (I), Verbal (V), Gestural (G), Partial Physical (PP), Full Physical (FP)

Step Description of Step 1 2 3 4 5

1. Pinches the laces I I I I I

2. Pulls the laces to tighten I I I I I
3. Lifts the laces above the shoe I I I I I
4. Crosses the left lace over the right I I I I I
one to form a tepee
5. Brings the left lace toward the V, G V, G I I I
student
6. Pulls the left lace through the tepee V V, G, I I I
PP
7. Pulls the laces away from one V, G, V V, G, I I
another to tighten PP PP
8. Bends the right lace to form a loop V, G, I V, G, V, G, V, G,
PP PP PP PP
9. Pinches the loop with the right hand V, G, I V, G, V, G, V, G,
PP PP PP PP
10. Bends the left lace to form a loop I V, G, V, G, V, G, V, G,
PP PP PP PP
11. Pinches the loop with the left hand V, G, V, G, V, G, V, G, V, G,
PP PP PP PP PP
12. Crosses the left loop over the right V, G, V, G, I V, G, V
loop keeping two fingers in the hole PP, FP PP, FP PP
13. Pushes the left loop partially V, G, V, G, V, G, V, G, V, G,
through the hole PP, FP PP, FP PP, FP PP PP
14. Pulls the loops away from one I V V, G V, G, V, G
another to tighten PP
Total I 6 6 7 7 7
Total V 8 8 7 7 7
Total G 7 6 7 7 6
Total PP 6 5 6 7 5
Total FP 2 2 0 0 0
TASK ANALYSIS AND CHAINING OF SHOE TYING 19

Intervention:

Step Description of Session

Step 6 7 8 9 10 11 12 13 14 15
1 Pinches the I I I I I I I I I I
laces
2 Pulls the laces I I I I I I I I I I
to tighten
3 Lifts the laces I I I I I I I I I I
above the shoe
4 Crosses the left I I I I I I I I I I
lace over the
right one to
form a tepee
5 Brings the left I I I I I I I I I I
lace toward the
student
6 Pulls the left I I I I I I I I I I
lace through
the tepee
7 Pulls the laces I I I I I I I I I I
away from one
another to
tighten
8 Bends the right V, V I I V, I I I I I
lace to form a G, G,
loop PP
9 Pinches the V, G I I I I V, V I I I
loop with the G,
right hand PP
10 Bends the left V, I I I I I I I I I
lace to form a G,
loop PP
11 Pinches the V, I I I I V, I I I I
loop with the G, G,
left hand PP PP
12 Crosses the left V, V, V, V, V, V, V V V I
loop over the G, G, PP G, PP PP
right loop PP PP PP
keeping two
TASK ANALYSIS AND CHAINING OF SHOE TYING 20

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