-Goal: Students can access and benefit from the right instruction

Think: Cutting up your chicken into pieces before eating. (some people will wonder why your mother does it for you even though you are an adult).

-Steps until mastered 

-Used for basic instruction / promotes independently 

-Both academic and behavior 

task analysis is an evidence based process

everyone is on the same page 

foster independence in students

breaking down standards step by step 

skill mastery 

create goals and objectives 

there are  different ways to get something done

-Select teaching methods

-identify materials

-teach each step until mastered

• Backward chaining

  • start with the last step and teach backwards to the first step

• Forward Chaining

  • start with the first step through to the last step

• Total Task

  • teach students all of the steps

Questions to ask yourself

• how will I know the skill is mastered?

• was this the appropriate teaching method?

• what did the student do well and what can we build on?

• what additional supports does the student need?

• how can we promote idependence?

Task Analysis helps you provide instruction in both behavior and academics

refer to the students IEP 

record the steps 

they need to match the students needs

select appropriate teaching methods

The process for creating a task analysis for behavior and instruction is the same.

These checklists can break down the skill either by starting at the basic and leading up to the steps that master the skill, or they can view the end product and work backwards, peeling away layers until they get to the root.

Allow students to participate in the development of said checklist.

1.Determine the skill you want to teach

2. Determine any pre-skills students may have

3. Refer to a student’s IEP (What are their strengths and weaknesses) 

4. Record the steps (what steps helped you master the goal?) 

5. Revisit the steps and revise if needed. 

*Appropriate task for students who will master the skill

-Provide feedback for students 

-This can be used for organization, following routines, or teaching new skills.

• A prompt

• Reinforcement of skill

• Providing active feedback

• Observing and Collecting Data

For example: Identifying the Skill you want to teach ie: Morning Routine

Target a Skill - Writing a CERER 

• Visual Aid

• Audio

• Master list

It's still sock-sock-shoe-shoe though

Total Task Presentation- teaching the students all of the steps using prompting and reinforcement (used when both steps have been mastered)

This allows students to learn skill mastery, for teachers to identify problem areas and ways to properly correct these areas and create goals for students. This also promotes their independence and success as individual learners

Task Analysis can also be used to break down routines you would like students to be consistent in.

(Think: We're already repeating ourselves, a checklist just makes it that much sweeter!)

Routines can be developed forwards and backwards to the point of mastery in that students can effectively perform routines without explicit instruction

Providing consistent instruction, erases confusion, promotes independence, and supports students with achieving a goal.

- Evidence based practice 

- Fosters autonomy for students to go at their own pace 

- limits confusion and increases efficiency 

- Teaches skill mastery

- identifies and corrects problem area

- creates goal and objectives 

1. detereming the skill

2. prereq’s

3. students strength and weaknesses

4. complete the skill

5. record the steps

6. review your recorded steps

7. revisit the steps 

How to teach:

1. determine how you are going to teach the skill

2. select teaching method appropriate for students

3. use prompts

4. develop materials

5. teach the student one step until mastery is achieved

1. Backward Chaining - Starting with the last step and then prompting students until they've completed the first step.

2. Forward Chaining - Start with the first step. Prompt until the last step.

3. Total Task - Teach all the steps using prompting and visual aids to complete all the steps

There are different methods that one can use such as Backward chaining where you start the student off and have them finish the example on their own but you start backwards, forward chaining is the same as backward chaining but you start from the beginning. Total task presentation is commonly used for teaching morning routines but can be applied to different

Ensure to give skill specific praise.

can be used to teach instructional routines, classroom norms, academic skills

Forward Chaining - Gives students momentum when they can independently complete the first step of the change.

Total Task - Walk students through all steps.  Focus where needed. 

Total Task

Present whole skill 

Prompt through skill

Reinforce 

Fade reinforcers when possible. 

Backward Chaining - better with 703.  Need to be walked through beginning steps - feel confident when complete.

Provide feedback - EASY LOOP?

-completing the steps and the last step they do independently 

-consider the goal of the data 

-what did the student do well? What are other additional sports? 

-Student does not need a bip

Use viusual aids to helps students see how they are progressing. Model what the students should be doing instead of what they shouldnt be doing and provide positive reinforcement

In providing feedback to students:

• Be specific in your praise; avoid general statements

• when providing correction:

  • correct quietly not publicly

  • provide clear, simple directives

  • model

  • correct the skill/step

Provide positive reinforcement to increase the likelihood of the behavior reoccuring

• can be used to teach behavior

Forward chaining can be done when the student can use the first step and move on but for behavior activities

Total task presentation is used often for behavior instruction

You Can use task analysis to :

• Support organization

• Follow classroom norms

• follow classroom routines

• Support transition times

• Teach instructional routines

• Teach academic skills

• Teach subject matter

• Support students in achieving academic goals .

-Focus on something else other than the lesson. Such as the environment 

-working memory and attention these work together to learn new info

Chunking the way you would think of a skill that would need to be taught and breaking down further how we can possibly teach the skill using different methods

Forward - starting with first step and prompting remodeling until student can achieve mastery in everything

Backward - Starting with final skill and prompting and remodeling until student can complete steps independently

Ways in which we can break down a targeted skill

1. determine what skill do they need to learn

2. How can I add visual aid? Watching a movie or modeling the skill yourself

3. Brainstorm steps based on the skill taught in the model

4. Review the list with the class to model thinking around how to condense the steps or which steps they need to work on still

5. Create their own list that they can modify 

Sustained - full attention for a consistent amount of time

Alternating Attention - shifting back and forth - Shift from one group to another reading/group work 

Selective Attention: focus while filtering out other stimuli

Divided - focused on more than one stimuli at a time 

TED TALK - 

• Brain acts like a filter

• Use the front brain to filter information

• Filter can inhibit distractors

• We can train our brain

• Focusing on the lights can change how we think.

• reading a book vs. hearing a dog bark outside

Attention can be classified as:

• Sustained

• Alternating

• Divided

• Selective

Paying Attention allows:

• Survival

• Learn new skills

• Obtain new information

• create new memories

Different activities require different types of attention

Stress plays a role in how we pay attention to things

• Backward Chaining

• forward chaining

• Total task presentation

Select appropriate teaching methods based on

• Student learning preferences

• history of what works / does not

• SDI in IEP

• the environment

Using Prompting

Develop materials

Teach the student one step until mastery , then build on the other steps .

voluntary and involuntary

Deliberate vs not deliberate attention

EX : Reading vs seeing someone doing another task

Voluntary requires effort while involuntary is captured attention

Sustained - able to stay fully focused

Alternating - switching back and forth through different tasks

Selective - Choosing where the attention is focused (tuning out)

Divided attention - multitasking on several demands

We can train our brains to filter the information in a proper way and we can support our students by acknowledging their different ways of paying attention and creating tasks that can fit their different forms of attention

1 Initial Data Review: Is instructional core working for all students? Are students meeting benchmark?

2 Uncover Strengths and Needs: How do students within subgroup compare to another? What are their greatest areas of need fo further instructional opportunity.

3 Plan and Implement Support: What is out theory of change to improve outcome for all? How do we know if we are on track?

4 Monitor Progress and Adjust: Are we making progress towards school wide goals for student achievement? Are scaffold or intervention no longer necessary?

5 Evaluate Outcomes: Is our system of support effective for all small groups? Are all of our students gaining equitable opportunity to achieve grade level expectations

- Reminds us to provide clear step by step instructions to students and to be ready to adjust the steps provided to support different types of learners.

Background on students is important. It will help the teacher to handle stressors and responses that come up in class.

• Would like to see “team” meetings where teachers and staff can share information on what students may be going through.  Students have different relationships with every teacher.

• I think it is important to recognize our immigrant population. In lieu of recent events, what fears do they have, what kind of stress are they feeling at home, etc..

It is useful to consider how I can understand and comfort my students who present a toxic stress response.

-Consider students abilities 

-Cultural Norms

-Students need positive environments 

-3 E’S Trauma/ Event, Experience, Effect 

-Stress Responses: Positive Stress (Increase in heart rate) Response, Tolerable Stress (Death in family/friend) , Toxic Stress (Little to no support) 

-Consider IEP, SDI, Related Services and school

routines 

-reactions help to protect when in danger 

-possible effects on learning (attention span, decrease in motivation, decrease in functioning skills, hypervigilance and anxiety) 

-Need to be taught how to communicate their feelings and emotions 

-Effects of distancing - can result in children/teens

-Can build Resiliency 

-Coping can be different for everyone 

We have to "Teach" students how to regulate their emotions.

Adversity - wide range of events or circumstances that pose a threat to a child's well-being. Doesn't predestine them to poor outcomes and children can recover from them when given the right supports.

A crisis affects both the physical and emotional.

3 E's of Trauma

• Event

• Experience

• Effect

Stress Responses:

• Positive - mild, short lived, infrequent

  • First Day of School

• Tolerable - likely to be severe or sustained but recoverable with supports once removed

  • Death in the family

• Toxic - lack of support

  • abuse; extreme poverty

Affected Parts of the Brain during a Crisis:

• Cortex - Thinking

• Limbic System - Feeling

• Brain Stem - Breathing

Survival Mode

• Flight

• Fight

• Freeze

Effects of Trauma & Adversity on Learning

• Attention Span

• Decrease in Motivation

• decrease in executive functioning

• hyper vigilance

• anxiety

the three es of Trauma

Event

Experience

Effect

3 stress responses

postive tolerable toxic

parts activated during stress

limbic system

brain stem

Understanding the Three Es of Trauma—Event, Experience, and Effect—is crucial as we recognize that each student reacts differently to stressors. By creating spaces that promote emotional safety, and inclusive learning zones, we can help students manage their stress responses, whether positive, tolerable, or toxic. Engaging the limbic system and brain stem during stressful situations is vital; employing techniques like deep breathing and routine can help reset their emotional state. Ultimately, a supportive classroom atmosphere encourages resilience and growth, allowing all students to thrive.

• By Creating supportive Classroom environments

• always stay calm

• Respect the students spaces

• Respect the students Differences

• Making mistakes a learning Opportunity .

Creating Safe places for Students by respecting they're Privacy and help them work through their Emotions . Walk through what is bothering that student and help them stay calm and process they're skills and the ability to communicate with other students or teacher .

• Validating their feelings but not their behaviors

• Teaching students how to communicate their feelings

• Help students cope and model coping skills

• Having set routines and be consistent

Safety - both staff and students = positive interactions - conversations and check ins

Trustworthy and Transparency - Follow through!!!!! Grading, calling home, etc..

Peer Support - Student's need learn how to properly interact with each other - Model support

Collaboration: Make the classroom a home.

Empowerment, Voice, Choice - self - advocacy - if they don't feel comfortable verbalizing - what other ways are there? (writing, etc)

Cultural, historical, Gender

• How are these internalized?

• Inclusion Classroom

-Truly listen to students when they share their feelings and experiences.

-Plan to accommodate our students and their emotional needs when we have changes in our schedules.

-Consider: How are we building trust and transparency through transition times and the physical environment?

-How can we teach students how to advocate for themselves?

-Recognizing historical biases based on culture, sexuality, class, etc.

-Different identities shape our beliefs.

-The importance of considering your own social identities.

-Feel empathy

-Maintain positive relationships with students

-Both staff and students feel safe (Feeling comfortable in the classroom) 

-Use strategies to validate student feelings 

-Build trust on following through on what you tell students 

-Need peer support as well 

-Have break out groups to support peer support 

-Collaboration (Staff and teachers) 

-Empowerment, voice and choice (Build positive support) 

-Cultural , historical and gender issues 

-Grow as professionals need to think of physiological 

Safety: Ensure physical and emotional safety for individuals. Both staff and students are safe.

Trustworthiness and Transparency: Build trust with clear, consistent communication and actions.

Peer Support: Fostering healing through relationships with others who have similar experiences.

Collaboration and Empowerment:

Encourage active participation and empower individuals by valuing their strengths.

Voice and Choice: Give individuals a say in their care or decisions, offering choices where possible.

Cultural, Historical, and Gender Issues: Be sensitive to the individual's cultural, historical, and gender backgrounds.

• providing a safe space for students to share their stories( collaboration and mutuality)

• Builds a sense of autonomy and respect

1. Safety (Part of safety is doing a survey to identify what students consider safe)

2. Trustworthiness and Transparency (Follow through with students)

3. Peer Support (Consider how to group students and how you will provide incentives to them)

4. Collaboration and Mutuality ( Incorporate student choice)

5. Empowerment, Voice and Choice (Build relationships with students to know the why)

6. Cultural, Historical and Gender Issues (The work that we do has to be equitable and accessible)

Safety

Trust

Peer Support

collaboration

Empowerment

historical issues

switch from whats wrong to what happend

use ideas from https://www.apa.org/educationk12/relationships

have predictable procedures, norms, routines, and systems

have student to student discussion

Theme weeks

eat lunch with students

mix in compter and non computer segments of lessons

teachers need to have self care

the classroom is built on six key principles: Safety, Trust, Peer Support, Collaboration, Empowerment, and understanding Historical Issues. It is essential to shift the focus from "What's wrong?" to "What happened?" to better understand student behavior through a compassionate lens. Using strategies that foster predictable procedures, norms, and routines helps create a stable environment where students feel secure. Additionally, promoting student discussions, hosting theme weeks, and incorporating varied lesson formats—both computer-based and hands-on—encourages engagement and connection. Eating lunch with students can further strengthen relationships and build trust. Finally, educators must prioritize self-care to maintain their own well-being, ensuring they are fully present and supportive in their interactions with students. Embracing these principles cultivates a healing-centered environment conducive to growth and resilience.

1. Safety

2. Trustworthiness & Transparency

3. Peer Support

4. Collaboration

5. Empowerment

6. Cultural, Historical, & Gender Issues

Safety

• individuals should feel safe emotionally, physically, and psychologically

• Environment

• positive interactions with others

• Not one size fits all/ may be different for everyone

Trustworthiness & Transparency

• clear systems and structures

• connections through trust & relationships

Peer Support

• fosters a sense of mutual self-help/ helps recovery

• builds resiliency

• establishes safety & hope

Collaboration

• staff be aware of power differential

• builds a sense of autonomy & respect

Empowerment

• validate feelings and build upon it

• self advocacy skills

Shift from "What's wrong with you?" to "What happened to you?"

Building principles .

Such as Cultural , historical , Gender issues

Childs Safety , Empowerment , Peer support and etc . Educators must prioritize self care to maintain each of they're owns . Helping by supporting and interacting with students that emotional , This helps students put a smile on their face and willing to be able to interact with everyone on site .

Having routines and being consistent with those routines is beneficial to students who may or may not be dealing with past traumas.

Many students need a highly structured environment, we just have to ensure that we have the appropriate supports to help them.

Instead being more aware that it varies for each person 

Don’t Give up.

Validate their feelings,not behavior

Be consistent

2 minute connection

Validate feelings - Show you care

-Students have strengths and have capacity to learn and grow 

-2 mindsets Fixed & Growth 

-2 minute connection teachers can ask questions to get to know the students (low risk questions) 

-Different ways to connect with students

-Safety looks: Inclusive, responsible

-Safety sounds: Empathetic, honest

-Safety feels: Consistent, mutual

-Using Dweck's growth mindset will develop a love for education in students. They will be able to acknowledge that making mistakes means they are learning.

-We can restore relationships for children who do not have strong ones at home.

-Everyday is a new day - Never hold grudges on students and follow through on student accomplishments.

-Prevent,teach,reinforce 

-Priming: being told about something that is going to happen before it happens

- we need to teach the behaviors we want to see 

We need to teach students the skills we want them to learn

• Increases academic performance

• Help students feel safe to take risks

• Increases engagement and motivations

• Helps with family relationships

  
  

When talking about behavior be sure to include positive behaviors. Look through trauma informed lens.

Sensory: - internally pleasing

Escape: Out of the way

Attention: Social attention

Tangible: get/access something

Prevent - Teach - Reinforce

Priming - very important! This will happen? What to do when this happens?

Set of processes that have to deal with managing self and resources to accomplish a goal.

Helps Us:

• break down tasks

• plan how to start task

• how to organize task

• create time management

• be flexible and make changes

• control emotions

• complete task on time

what do students need

incorporate student voices

safe place guidelines with student

what are student strengths

-providing coping strategies

-time management skills

-provide breaks

• Increases academic performance

• students feel safe, take more risks

• increases engagement and motivation

• helps with family relationships

• increases likelihood of desired behaviors

Shift from Deficeit based to Strength

• all students have strengths to pull from

• behaviors are situational and shouldn't represent the whole child

Fixed vs. Growth Mindset

Inspirational Quote from Maya Angelou

Correcting Behaviors:

• correct in private; shouldn't disrupt instruction

• stay calm

• feedback should be specific

• acknowledge the things they did well, then provide corrective feedback

• be sensitive to student needs

• trust the process

Restoring Relationships

• touching base with the student

• validate feelings but not behaviors

• don't give up

• acknowledge good intentions

Classroom Strategies to Build Relationships

• Lunch Meet up

• clubs

Must Haves

• get to know students

• come from a lens of understanding

• spend time with students

• praise & acknowledge

• be yourself

talks about what a student cannot do. A strength based model focuses on what a student can do and the challenges they face.

This way we can provide the supports they

need so that they can be successful.

Bad behavior shouldn't represent a student in general as they are individual situations and without additional context we may be missing the underlying issues or baggage that may cause it but we should be mindful in how to correct or redirect the behavior as students may respond more positively with specific redirections or negatively

be able to recognize stress

compliment and recognize positive behaviors

teach positive behaviors

PTR

students do well with routines

Expressing needs for autistic students can look much different compared to students without autism

• The way in which they communicate stress can be varied as well depending on if a student needs help or is frustrated

They may require redirections or even timing and routines in class that wouldn't be typical for neurotypical students

Giving wait time or visual aids can allow students with autism to better follow and achieve the routines

3 components:

• What it looks like

• What it sounds like

• What it feels like

  Touching base with students so that they feel welcomed and that we are meeting them at their own pace