| 1 | To be able to explain the aims, scope, and stages of job and task analysis within a theoretical framework. |
| 2 | To be able to design an IEP-aligned draft instructional plan for functional vocational skills that includes objective–task analysis–prompting–reinforcement–generalization components. |
| 3 | To be able to justify when to select evidence-based methods such as forward/backward chaining and simultaneous prompting. |
| 4 | To be able to plan collaboration steps (meeting–trial–feedback) among family–school–workplace for transition to employment. |
| 5 | To be able to evaluate performance at a basic level using data from observation forms and skill checklists. |