Applying Therbligs to Task Analytic Instruction: A Technology to Pursue?

Abstract

Two task analytic instructional procedures, a traditional strategy and a therblig-based strategy, were investigated to compare the efficacy and efficiency of both procedures to teach vocational skills to three adults with severe disabilities. The skills taught were using a photocopier and folding machine. Efficacy of both procedures was determined by the acquisition and short-term maintenance of the skills. Efficiency was evaluated as trials, instructional time, and errors to criterion. The two task analytic strategies were compared using an alternating treatment design with replications across participants. Results indicated that both strategies led to the acquisition of the target tasks. However, some support was found for the therblig-based strategy being more efficient and efficacious than the traditional strategy.

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