How a component analysis can reshape the way you introduce skills to your learners

Wait, what is a component analysis?

The difficulties in coming up with the right programs for your learner can be endless. Very few BCBAs know about or understand the utility in using a little thing called component analysis and how it can help them out in their goal writing. A component what? A component analysis isn’t just a process, but a paradigm for looking at skills.

Let’s start with the paradigm. Each skill—no matter what that skill is—isn’t just one skill. Rather, each skill consists of a series of sub-skills. Think about it. Toileting isn’t just toileting. It’s not simply one behavior. It’s many! Each skill consists of component skills. Each skills has its parts.

Let’s talk about the process of component analysis. How about another example where we dive in a little more? Lets pretend that we are teaching our learner how to receptively identify common items in an array of 15 pictures (“Find the dog!”). If every skill consists of a series of component skills, what are the components (or parts) of a program like this? Let’s list them out. To be able to receptively identify common animals in an array of 15 pictures, our learner should probably be able to:

• Reach forward and across their bodies to retrieve preferred items

• Reach forward and across their bodies to retrieve neutral items.

• Scan their environments for a preferred item or toy.

• Scan their environments for a neutral item.

• Remove a barrier or covering to retrieve a preferred item (finds something in a box or under a blanket)

• Follow a proximal point (gesture) to an item directly in front of them.

• Attend to the therapist with eye contact when their name is called.

• Locate common items in an array of 2, then an array of 5, and then an array of 10.

• Follow an instruction for a high probability task during a highly preferred activity.

• Follow an instruction in the middle of a familiar routine that they are well versed in.

• Give the therapist a familiar 3D item in an array of 1, 3, 5, and 10.

  etc etc etc.

First, its important to note that we could probably go deeper into this and list out more component skills. Second—and even more importantly—we’ve just completed a component analysis. We’ve quickly listed out the components to the skill we are thinking about targeting with our learner. Without these skills, it is less probable that our learner will grasp the concept we are trying to teach. With these skills, we might see success sooner! The above skills essentially are parts of and make up the skill that we’d like to target. Teaching our intended target without first assessing these skills is comparable to hitting the road without gas, a cell phone, and a credit card. All of these are components to a successful trip anywhere.

So often BCBAs will overshoot when writing treatment plan goals for their learner. After 6 months, the learner has made little progress. Sometimes its the way the goals are taught, written, the reinforcement schedule, and other variables. However, in MANY cases, its because the goal was introduced without the completion of a component analysis. Listing out the component skills for goals you are thinking about introducing (OR goals that the learner is struggling with) can shed a light on where to start!

Try conducting a component analysis for yourself. For learners that aren’t seeing progress on a certain target OR for learners where you are considering targeting a new program, 1) list out the component skills for that program (as many as you can think of), 2) test/assess whether your learner is fluent in these skills, 3) start by teaching the skills that you discover they aren’t fluent in, and then/or 4) introduce your original target.

I enjoy getting your feedback. What do you think? If there was an area of goal writing that you could improve (generally or for yourself) what would it be? What is a pain point for you in this are? Is it process? Is it a specific skill area? Hit me back with a reply!

Love nerding out with you!

-Martin