create a task analysis (TA) for the skill. Explain how you would validate the ta

create a task analysis (TA) for the skill. Explain how you would validate the task analysis you created (e.g., how you would determine what steps need to be completed for the skill). Remember to individualize your TA according to the age, skill level, and prior experience of the individual client.
25-year-old college graduate who must learn how to create a resume
Unit 6:
Given the following two potential target behaviors, choose one for intervention using either differential reinforcement of other behavior (DRO), or differential reinforcement of alternative behavior (DRA). Make sure you explain what your goal for the behavior is and how either DRO or DRA will best help you accomplish your goal. Identify the target behavior’s likely function and discuss how your intervention strategy (either DRO or DRA) is matched to the behavior’s function, as well as how you determined the schedule for reinforcement. Describe your intervention procedures technologically (i.e., in enough detail so that someone could implement your intervention). Finally, make sure that you weave relevant ethical and social validity concerns regarding your behavior-change intervention throughout your post. As you discuss relevant ethical concerns, cite specific codes from the BACB’s Ethics Code for Behavior Analysts.
Potential Target Behaviors (choose one):
A school-aged child engages in disruption in his classroom (e.g., throwing his writing utensils at his teacher and peers) during independent reading time, which results in him being sent to the principal’s office.
An adolescent engages in nail biting to the point of injury (i.e., bleeding nail beds) when bored or by himself.