1. Complete a Competing Behaviour Pathway for the identified behaviour. Use the behaviour used in assignment (ADHD). Include an operational definition of the challenging behaviour.
2. What is the identified replacement behaviour? Does it achieve the same function?
3. Develop the task analysis
a. Create the plan to teach the skill
Identify the target skill
Identify the pre-requisite skills. (what does the individual need to already know to learn the skill?)
b. Break the skill down into teachable parts
4. Teach the skill and check your assumptions.
a. Teach the task analysis to a peer and identify if you missed steps or made steps too large (assumptions)
b. Modify the task with your changes based on your assumptions (Use a different font colour to denote the changes made)
5. Describe in detail how the skill will be taught. Discuss the teaching method and how it is broken down within the task analysis.
a. How will you incorporate prompt hierarchy?
b. Identify the criteria for when the small steps within the skills have been mastered. (e.g., completing the step without prompt 5 times). Ensure that the teaching plan involves the use of prompts that are appropriate to the individual.
6. How might you shape this new skill into other skills that can be used across all environments?
