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Results
#1. A new Registered Behavior Technician (RBT) is conducting a task analysis for a novel skill and asks their supervising BCBA, ‘How many steps should I ideally include in the behavior chain I create?’ The BCBA’s most appropriate response, based on best practices in Applied Behavior Analysis, would emphasize which of the following principles regarding task analysis development?
When conducting a task analysis the number and granularity of steps are not fixed or arbitrary Instead the task analysis must be highly individualized and tailored to the specific learners current abilities developmental level and the complexity of the task for that particular learner For example a task analysis for brushing teeth for a fiveyearold might involve more smaller and more explicit steps than for a tenyearold or an adult learning the same skill While observing an expert perform the skill as suggested in option B is a common method for identifying the component steps the decision on how many steps to break the skill into ie the level of detail for each step is ultimately determined by the learners unique needs their existing repertoire of skills and their anticipated rate of skill acquisition There is no universal minimum or maximum number of steps A and relying solely on standardized task analyses D may not adequately address the significant variability across individual learners potentially leading to an overly complex or overly simplified chain for a given client
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