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

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.