When to use it
Use this task analysis to teach a learner to make a simple sandwich with one or two spreads, such as a nut or seed butter, cream cheese, hummus, or jam. It is a common early step toward independent meal preparation for older children, teens, and adults.
The steps use a spread because it needs no cutting board or sharp knife. Change the spread, bread, and fillings to match what the learner eats and what the family prefers. Food choices belong to the learner and family. Check for allergies and dietary restrictions (medical, cultural, or religious) before choosing ingredients. If the setting is a school or clinic, follow its allergy policy. Many sites don’t allow nut products.
How to fill it in
- Choose the ingredients and tools with the family, and edit the steps to match. Use a butter knife or a spreader, not a sharp knife.
- Run a baseline probe and note the probe type. With a multiple-opportunity probe, you complete a step the learner misses so they can try the next one.
- Pick a chaining method. Total-task chaining works well for learners who already have some of the steps. Backward chaining, finishing with putting the top slice on or cleaning up, is also common.
- For each session, write the date at the top of a column and record the prompt level for each step.
- Total the column and calculate the percentage of steps done independently.
Safety and scope notes:
- Supervise every session, and write the level of supervision into the program.
- If the learner puts non-food items in their mouth, eats very quickly, has a history of choking, or is on a modified-texture diet, talk to the learner’s medical team and a speech-language pathologist or occupational therapist before teaching food preparation.
- Nutrition and diet decisions are outside the scope of a behavior analyst. Follow the family’s and medical team’s guidance.
Common mistakes:
- Treating “spread the peanut butter” as one step. Scooping and spreading are separate skills, and spreading evenly is often the hardest part.
- Leaving out cleanup. Putting things away is part of real independence.
- Teaching only with pre-opened containers or one brand of bread, so the skill fails with different packaging.
The sheet
Client:Instructor:Setting / kitchen:
Ingredients:Allergies / restrictions checked by:
Chaining method:Prompt strategy:Mastery criterion:
| Step # | Step | Date: | Date: | Date: | Date: | Date: | Date: | Date: | Date: |
|---|---|---|---|---|---|---|---|---|---|
| 1 | Wash hands (see the handwashing task analysis) | ||||||||
| 2 | Get out a plate, the bread, the spread, and a butter knife | ||||||||
| 3 | Open the bread bag | ||||||||
| 4 | Take out two slices and place them side by side on the plate | ||||||||
| 5 | Close the bread bag | ||||||||
| 6 | Open the spread container | ||||||||
| 7 | Scoop some spread with the knife | ||||||||
| 8 | Spread it on one slice, covering to the edges | ||||||||
| 9 | Close the spread container | ||||||||
| 10 | (Optional second spread) Open, scoop, spread on the other slice, and close | ||||||||
| 11 | Put one slice on top of the other, with the spread sides together and the edges lined up | ||||||||
| 12 | (Optional) Cut the sandwich in half with the butter knife | ||||||||
| 13 | Put the bread and spread away | ||||||||
| 14 | Put the knife in the sink or dishwasher | ||||||||
| 15 | Wipe the counter | ||||||||
| Steps independent | |||||||||
| Steps taught / probed | |||||||||
| % independent | |||||||||
| Initials |
Prompt-level key (adjust to match the learner’s program):
| Code | Meaning |
|---|---|
| FP | Full physical: hand-over-hand guidance through the step |
| PP | Partial physical: light touch or brief guidance |
| M | Model: adult demonstrates the step |
| G | Gestural: pointing or motioning toward the next step |
| V | Verbal: spoken cue for the step |
| I | Independent: completed correctly with no prompt |
| - | Incorrect or no response |
| NT | Not taught or not probed this session |
Summarizing the data
Percent independent = steps scored I divided by steps taught or probed, times 100.
Worked example: the learner’s routine uses one spread and no cutting, so steps 10 and 12 are NT, leaving 13 steps taught. The learner completes steps 1, 2, 3, 4, 6, 7, 11, 13, and 14 independently. They need a verbal cue for steps 5 and 9 (closing containers), partial physical guidance on step 8 (spreading), and a gesture on step 15 (wiping the counter).
- 9 / 13 x 100 = 69% independent
Spreading (step 8) is the only step still needing a physical prompt. It may need extra practice, a softer spread, or a wider spreader. The two closing steps (5 and 9) fail the same way, which may mean one visual cue (“close it”) could fix both.
Tips
- Room-temperature spreads and soft bread are much easier to spread. Start there and make the materials harder as part of generalization.
- A picture recipe card with the learner’s actual ingredients can support independence, and some learners keep using it long term. That is still independence.
- Build in choices, such as which spread or which plate. Choices help with motivation and assent.
- Once mastered, generalize to other kitchens, other ingredients, and making a sandwich for someone else.