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Making a Simple Sandwich Task Analysis Task analysis Making a Simple Sandwich Task Analysis ======================================== A printable task analysis for making a simple spread sandwich, with safety and allergy notes and prompt-level tracking for each session. 5 min read Updated September 30, 2026 For BCBA RBT Parent Teacher Print / Save as PDF Print the sheet only 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 ----------------- 1. **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. 2. **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. 3. **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. 4. **For each session, write the date** at the top of a column and record the prompt level for each step. 5. **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 --------- Type on the sheet, then print it. Click any line or box to fill it in. What you type stays in this browser tab. It is never sent or saved. Clear what I typed Print the sheet Making a Simple Sandwich Task Analysis ![StreamABA](https://streamaba.com/build/assets/logo-light-CHa2KuSW.svg) https://streamaba.com/resources/task-analyses/making-a-simple-sandwich Client:Instructor:Setting / kitchen: Ingredients:Allergies / restrictions checked by: Chaining method:Prompt strategy:Mastery criterion: Step #StepDate: Date: Date: Date: Date: Date: Date: Date: 1Wash hands (see the handwashing task analysis)2Get out a plate, the bread, the spread, and a butter knife3Open the bread bag4Take out two slices and place them side by side on the plate5Close the bread bag6Open the spread container7Scoop some spread with the knife8Spread it on one slice, covering to the edges9Close the spread container10(Optional second spread) Open, scoop, spread on the other slice, and close11Put one slice on top of the other, with the spread sides together and the edges lined up12(Optional) Cut the sandwich in half with the butter knife13Put the bread and spread away14Put the knife in the sink or dishwasher15Wipe the counterSteps independentSteps taught / probed% independentInitials Prompt-level key (adjust to match the learner’s program): CodeMeaningFPFull physical: hand-over-hand guidance through the stepPPPartial physical: light touch or brief guidanceMModel: adult demonstrates the stepGGestural: pointing or motioning toward the next stepVVerbal: spoken cue for the stepIIndependent: completed correctly with no prompt-Incorrect or no responseNTNot 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. ![StreamABA](https://streamaba.com/build/assets/logo-light-CHa2KuSW.svg) Free from StreamABA · https://streamaba.com/resources/task-analyses/making-a-simple-sandwich More task analyses --------------------- [ Browse all free resources ](https://streamaba.com/resources) - [ Task analysis ### Handwashing Task Analysis A printable step-by-step handwashing task analysis with prompt-level tracking columns, ready to teach with forward, backward, or total-task chaining. BCBA RBT Parent Teacher 4 min read ](https://streamaba.com/resources/task-analyses/handwashing) - [ Task analysis ### Putting On a T-Shirt Task Analysis A printable task analysis for putting on a pullover t-shirt, head-first method, with prompt-level tracking and notes on backward chaining. BCBA RBT Parent 4 min read ](https://streamaba.com/resources/task-analyses/putting-on-a-t-shirt) - [ Task analysis ### Toothbrushing Task Analysis A printable toothbrushing task analysis that breaks brushing into mouth sections, with prompt-level tracking columns for each teaching session. BCBA RBT Parent 5 min read ](https://streamaba.com/resources/task-analyses/toothbrushing) Live demo · No sales call Ready to put the clipboard down? ---------------------------------- StreamABA collects the same data in session and runs intake, scheduling, authorizations, and billing in one place. Get instant access to the live demo. No sales call, no meeting. HIPAA compliant · Signed BAA · Built for ABA Website Work email Goto the Live Demo ![](https://streamaba.com/build/assets/icon-BglRoXWC.svg) [ ![StreamABA](https://streamaba.com/build/assets/logo-dark-Bta4omRy.svg) ](/) The all-in-one practice management platform built specifically for ABA therapy providers. 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