Task Analysis: Socializing for a Preschooler (Age 5) in ABA

Client: 5-year-old preschooler with identified social skills deficits.

Goal: To increase the frequency and quality of positive social interactions with peers.

Target Behavior: Engaging in reciprocal social interactions with peers for at least 2 minutes, initiated by either the client or a peer, with appropriate verbal and non-verbal communication.

Prerequisite Skills:

• Basic receptive language (following simple directions).
• Basic expressive language (using single words and simple phrases).
• Ability to attend to a peer for short periods.
• Some awareness of peers in the environment.

Materials:

• Age-appropriate toys and activities that encourage interaction (e.g., blocks, playdough, dress-up clothes, simple board games, balls).
• Visual supports (if needed) such as social stories, picture cues for greetings, sharing, etc.
• Reinforcers (tangible, social, activity-based) preferred by the child.

Task Analysis Steps:

This task analysis breaks down the complex skill of socializing into smaller, more manageable steps. The level of prompting and support will vary based on the individual child’s needs.

I. Initiating Interaction (Child Initiates):

1. Approach Peer: Move within a reasonable proximity (e.g., within 3 feet) of a peer who is engaged in an activity or is available.
   • Prompting: Physical prompt (guiding child towards peer), model (therapist approaches peer), gestural prompt (pointing towards peer), verbal prompt (“Go say hi to [peer’s name]”).
2. Gain Peer’s Attention: Use an appropriate method to get the peer’s attention.
   • Examples: Tapping gently on the shoulder, saying the peer’s name, making eye contact.
   • Prompting: Model the appropriate attention-getting behavior, gestural prompt (pointing to peer’s shoulder), verbal prompt (“Say their name”).
3. Initiate a Social Overture: Make a socially appropriate initiation attempt.
   • Examples:
     • Comment: “That’s a cool truck!”
     • Question: “What are you building?”
     • Offer: “Want to play with me?” (while holding a toy)
     • Statement of Intent: “I’m going to build a tall tower.” (inviting peer to join)
   • Prompting: Model the social overture, provide a script or picture cue, verbal prompt (“Say ‘Can I play?'”).
4. Wait for Peer’s Response: Pause and attend to the peer’s verbal or non-verbal response.
   • Prompting: Verbal prompt (“Wait to see what they say”), visual cue (picture of someone waiting).

II. Responding to Peer Initiation (Peer Initiates):

1. Attend to Peer’s Initiation: Notice when a peer approaches and attempts to interact.
   • Prompting: Verbal prompt (“Look, [peer’s name] is talking to you”), gentle redirection of attention.
2. Acknowledge Peer’s Initiation: Show that you have heard or seen the peer’s attempt.
   • Examples: Making eye contact, nodding, saying “Hi” or “Yes?”
   • Prompting: Model an acknowledgement, verbal prompt (“Say ‘Hi'”), gestural prompt (nodding head).
3. Respond Appropriately: Provide a relevant and positive response to the peer’s initiation.
   • Examples (responding to “That’s a cool truck!”): “Thanks, it goes really fast!”, “Do you want to drive it?”, “I like your dinosaur!”
   • Examples (responding to “Want to play with me?”): “Yes!”, “What should we play?”, “Okay, what do you have?”
   • Prompting: Model an appropriate response, provide a choice of responses, verbal prompt (“You can say ‘Yes, let’s play!'”).

III. Maintaining Interaction (Reciprocal Exchange):

1. Engage in Turn-Taking: Participate in the interaction by taking turns talking, playing, or sharing.
   • Prompting: Verbal prompt (“Now it’s your turn to say something”), visual cue (picture showing taking turns), physical prompt (guiding hand to share a toy).
2. Use Appropriate Communication: Employ relevant verbal and non-verbal communication during the interaction.
   • Examples: Maintaining eye contact (briefly), using appropriate tone of voice, asking related questions, making relevant comments, using gestures.
   • Prompting: Model appropriate communication, provide verbal reminders (“Remember to look at your friend”), visual cues for specific communication skills.
3. Share Materials (if applicable): Offer to share toys or materials and respond positively when a peer offers to share.
   • Prompting: Verbal prompt (“Can you share your blocks?”), model sharing, positive reinforcement for sharing.
4. Stay Engaged: Maintain participation in the interaction for a sustained period (working towards the 2-minute goal).
   • Prompting: Gentle redirection back to the peer if attention wanders, positive reinforcement for continued engagement.
5. Respond to Peer’s Attempts to Maintain Interaction: Acknowledge and respond to the peer’s efforts to keep the interaction going.
   • Prompting: Similar to responding to initiations, focusing on maintaining the flow of the interaction.

IV. Ending Interaction (Appropriately):

1. Recognize Cues for Ending: Notice verbal or non-verbal cues that the interaction might be ending (e.g., peer looking away, starting a new activity, saying “I’m going to play something else”).
   • Prompting: Verbal prompt (“It looks like [peer’s name] is going to do something else”).
2. End Interaction Appropriately: Use a socially acceptable way to conclude the interaction.
   • Examples: “Okay, bye!”, “That was fun!”, “See you later!”, transitioning to a new activity nearby.
   • Prompting: Model an appropriate ending, provide a script, verbal prompt (“Say ‘Bye'”).

Data Collection:

• Record the frequency of initiated and responded-to social interactions.
• Note the duration of each interaction.
• Document the level of prompting required for each step.
• Record specific social skills used (e.g., making comments, asking questions, sharing).

Generalization and Maintenance:

• Practice socializing in various settings and with different peers.
• Fade prompts gradually as the child becomes more independent.
• Reinforce successful social interactions consistently.
• Teach the child to identify and respond to a wider range of social cues.

This task analysis provides a structured approach to teaching socialization skills. Remember to individualize the steps and prompting strategies based on the specific needs and progress of the preschooler. Consistent implementation and data-based decision-making are crucial for successful outcomes in ABA.