Task Analysis
As teachers, we are taught a skill called “task analysis.” This is the ability to break a task down into its smaller parts. It is imperative to know if the child has all prerequisite skills to perform a task, whether it is a math problem, language problem, science problem or a self-help issue. If any part of the task we are teaching is missing, then we must back up and teach that part before moving on. This skill is important to our teaching, and can be as important to you as your child’s first teacher. Here is how it works:
We have been talking about fine motor skills and the sequence they develop. Fine motor skills are important for daily independence. What are the fine motor goals for my child? Let’s say you want your child to snap his/her pants. OK, what must he/she be able to do? You try it! Easy, you need finger and thumb pinched together, and the ability to push hard. Try again! You did more than finger, thumb and push. Write it down, step by step, beginning with your hands and arms in front of your body. You reach for the waistband of your pants…. grasp the two end flaps….. hold each between the thumb and finger… pull the two pieces together…. overlap the two pieces…. match up the snap halves… hold them in place with one hand (specify which hand)….. with the other hand, put the thumb behind the snap…. put the pointer finger in front of the snap…. push the thumb and finger together. Wow! Would you have believed snapping a pair of pants would be so complex? Now, look at the steps and identify what your child needs to know to accomplish your goal. Don’t forget the language involved. Does your child know what the language in each step means? Now that you know how to do a “task analysis”, apply it to all fine motor goals such as: holding, grasping, independent bottle feeding, independent spoon feeding, pulling up pants, pulling on shirts, independent bathing, marking, coloring, tearing, cutting, pasting, zipping, buttoning, writing, etc.. It is important to know what you are asking your child to do. If a skill is missing, back up and teach, or wait for fingers to catch up before moving on with your expectation.
Have fun with a “task analysis.” Try to remove the cork from a bottle, or open a can with a manual can opener, or any other mundane task that you do often. Write your steps down. Have someone read the steps as you follow them. Do nothing but what you have written down. Did you meet your goal? Good Luck!