Skill Analysis Project: Nataliya Lemeza

Systematic Instruction Program Proposal

Kregel, J. (2012). Designing instructional programs. In P.

Wehman & J Kregel (Eds.), Functional curriculum for elementary, middle, and
secondary age students with special needs (pp. 57-92). Austin, TX: Pro-Ed.

Start-up Activities: Skill: Potty Training

TG is a young 6 year old girl with Cerebral Palsy. TG wears hearing aids, which assist
her in hearing, although TG is nonverbal and communicates with sign language, using
simple signs for communication. TG also has mobility impairments, in that she wears
foot orthotics to keep her at a stable walk. TG sometimes uses a wheelchair during the
day, however she does wear her orthotics at all times during the day.
Program Development:
1. Develop the Instructional Objective. Acquisition: TG will complete a bathroom routine
with 80% accuracy as measured by teacher data collect in 3 out of 4 consecutive trials.
2. Identify Method.
TG will request to use the bathroom and independently pull her pants on and off to use
the bathroom. She will take care of her toileting needs and then work on washing her
hands as part of the routine.

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C & I 556 Skill Analysis Project : Fall 2015

3. Develop Task Analysis.

Task Analysis of Toileting
1.
2.
3.
4.
5.
6.
7.
8.

Request to use the bathroom.

Walk to the bathroom.
Find the toilet.
Begin by pulling off pants.
Sit on the toilet.
Use the toilet.
Pull pants back up.
Wash hands.

4. Describe Program Format. Use the total task presentation format where TG will receive
training on every step of the task analysis. Instruction will be provided step by step with
verbal prompting and gestures.TG will work on attempting to perform steps with minimal
assistance. TG receives reinforcement after each step is completed and continues the task
attempting to perform all steps independently.

5. Identify System of Instructional Prompts. During task, provide demonstration/modeling

and physical assistance to assist TG with toileting needs. TG will be provided lots of
verbal reinforcement and at the beginning of the task analysis, will be provided with a lot
of verbal prompting and physical touch to increase her knowledge and independence of
task.
Slowly phase out verbal prompting with more to least instruction. If TG is not
understanding the next step or looses focus, bring her back by tapping her hand.
6. Describe Instructional Setting and Schedule. TG will continue using her skills of
toileting at home, in a school setting, and in public locations, such as restaurants or a
store. This task may take place any time during the day.
7. Describe Reinforcement Plan. Verbal Reinforcement will be used to guide TG through
the process of toileting. Also, TG responds well to high fives or a simple thumbs up.
Once task is complete, TG will receive a sticker and may watch her favorite five little
monkeys movie. Receiving her reward of a sticker, or a simple thumb five satisfies
TG to continue with the task to receive her sticker, for often, she will request the sticker
herself after she is finished.

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C & I 556 Skill Analysis Project : Fall 2015

8. Plan for Generalization. TG will strive to continue with the toileting skills she learned
using the same steps in the classroom, home setting, or anywhere she is requesting to use
the bathroom.
9. Approach to Data Collection. Data will be gathered anytime TG is requesting to use the
bathroom.

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C & I 556 Skill Analysis Project : Fall 2015

Date
8. Wash Hands
7. Pull pants back up
6. Use the toilet
5. Sit on the toilet
4. Begin by pulling
off pants
3. Find the toilet
2. Walk to the
bathroom
1. Request to use the
bathroom

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C & I 556 Skill Analysis Project : Fall 2015

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C & I 556 Skill Analysis Project : Fall 2015