A new approach to task analysis is presented based upon an ecological theory of perception and current motor development and control theories. The ecological task analysis (ETA) approach stands in sharp contrast to more traditional approaches and offers procedures equally applicable to instruction and assessment of movement performance as well as to applied research. The strengths of the ETA approach lie in (a) its grounding in current motor development and control theories, (b) its linking of the task requirements, environmental conditions, and performer characteristics, (c) its application of a functional and dynamic approach to instruction and assessment, and (d) its integration of instruction and assessment procedures. Following a discussion of the traditional approach and ecological theory, four concepts are presented that emanate from Gibson’s theory of affordances. From these concepts ETA procedures are derived. Applied research questions relating to task analysis are also implied from the ecologic...

Ecological Task Analysis: Translating Movement Behavior Theory into Practice

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School Readiness: Assessment and Educational Issues

The idea that learning disabilities are the result of deficiencies in one or more of the basic psychological processes required for learning is a core concept that needs to be maintained. However, problems in the application of traditional process-oriented approaches to diagnosis and treatment of learning disabilities suggest a need to alter the manner in which these basic processes are conceptualized and measured. Evidence from research in cognitive development indicates the need to change from child-centered process assessment to measurement of processes required for the performance of specific academic tasks in specific settings. This report suggests that such a change not only will encourage the search for the processing deficiencies underlying different kinds of learning disabilities but also will make the assessment of processes more relevant to education.

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What Shall We Do with Psychological Processes

Many of the chapters in this volume are critical of both current theory and research on learning disabilities. Although this critique does not deny that the last 20 years of research have produced many new and useful ideas about LD children, it does suggest that we must begin to change our methods in fundamental ways if we are to continue to make progress in understanding some of the most difficult issues in the field. This paper presents a model for doing research on learning disabilities that is not radically different from current procedures, but which does provide a partial solution to some of the problems in most current research efforts. To provide a context for this model, we will first consider some of the more pressing needs of the field that good research may help to solve.

The use of Rationally Defined Subgroups in Research on Learning Disabilities

The survey found there was considerable concern about the efficacy of current approaches to providing differential programming and considerable sentiment about the need to expand the focus of intervention and develop preventive programs. A comprehensive appreciation of these concerns and their implications for the future arises from awareness of the field's past and present status. To summarize the situation and offer some thoughts for future directions, we went to Corinne Smith because of the breadth of focus represented in her work. Her paper presents a picture that does homage to those whose pioneer efforts laid the foundation for the field, and she suggests that current practices represent great strides forward in developing intervention approaches. At the same time, she stresses that current interventions do not yield predictable benefits for the individuals served. She concludes that the deficiencies of prevailing strategies will only be corrected through naturalistic research focused on a broad-bas...

The future of the LD field: intervention approaches.

Two models, ability training and task analysis, are presently being used in the assessment and remediation of children's learning difficulties. Task analysis is currently more in vogue, while the ability or process training model has been widely criticized. This article argues that neither model adequately covers all the elements involved in diagnostic/prescriptive teaching. Instead, both models, used in combination, are required for complete coverage. In addition, each model needs revision and extension before its potential utility is realized.

Valerie S. Smead

Papers

Ability Training and task Analysis in Diagnostic/Prescriptive Teaching: