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Task analyses identify coat-donning delays in preschoolers in special education

Sandra L Kaplan¹, Melanie D O'connell

¹Programs in Physical Therapy, University of Medicine and Dentistry of New Jersey, Newark, New Jersey, USA. kaplansa@umdnj.edu

Pediatric Physical Therapy : the Official Publication of the Section on Pediatrics of the American Physical Therapy Association

|February 10, 2011

Abstract

Purpose:

To describe use of task analyses for school-based documentation of skill levels of a sample of preschool children in special education classes.

Method:

Coat-donning task analyses and scoring codes were developed for the traditional and coat- flip methods. Preschool children's abilities were scored 3 times per year as part of weekly classroom consultations. Of 601 charts from 2003 to 2007, 171 met inclusion criteria.

Results:

Initially, 22 (13%) children independently donned coats; 149 (87%) required assistance. Final scores identified that 75 (44%) children achieved or regained independence, 14 (8%) still required assistance prior to kindergarten entrance, 50 (29%) were eligible for more services, and 32 (19%) had services interrupted.

Conclusion:

Task analyses and scoring codes improved efficiency and standardization of school-based documentation, demonstrated incremental changes over time, and focused task training. The majority of preschool children in this sample were initially delayed in coat-donning independence when compared with preschool children developing typically.

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