Essential Reading
Review the below learning conversation between Mike (an RBT) and his BCBA supervisor (Susan):
Mike: Hi Susan! I have a few questions I wanted to ask you today about task analysis and chaining. Can you help me understand the difference between a behavior and a behavior chain?
Susan: Of course, Mike! I’d be happy to help you. In behavior analysis, a behavior refers to a specific action or response that we observe. It’s a single, discrete unit of behavior that has a clear beginning and end. On the other hand, a behavior chain is a sequence of behaviors that are linked together to form a larger, more complex behavior. Each behavior in the chain serves as a cue or a signal for the next behavior to occur.
Mike: Thank you for the explanation, Susan. That makes sense. Now, I’ve been working on task analysis for one of our clients, and I’m not sure which chaining method to use. How do I choose the appropriate chaining method?
Susan: Great question, Mike! When selecting a chaining method, we consider the individual’s current skill level and the complexity of the task at hand. The goal is to break down the task into smaller, manageable steps to facilitate learning. There are several chaining methods, such as forward chaining, backward chaining, and total task chaining. Each method has its advantages and is effective in different situations. It’s important to assess the individual’s strengths, preferences, and learning profile to determine which method would be most effective for them.
Mike: That’s helpful, Susan! Could you give me an example of when forward chaining might be appropriate?
Susan: Certainly, Mike! Well, we usually start off by probing the chain with the learner. We see which steps they can perform independently already, and we see what level of prompting they require to complete each step. If they can?t perform many of the steps independently, and the reinforcer at the end of the chain is not strong for the learner, we might use forward chaining. Forward chaining is often used when teaching a new skill or task. In this method, we start by teaching the individual the first step in the chain. Once they have mastered that step and can do it independently, we move on to teach the next step while providing prompts or assistance as needed and then fading out those prompts. This process continues until the entire chain is learned. Forward chaining allows for immediate reinforcement and helps individuals experience success early on in the learning process.
Mike: I see. That makes sense. What about backward chaining? Can you give me an example of when that might be a good choice?
Susan: Absolutely, Mike! Backward chaining is useful when the final step in the chain is reinforcing for the individual. In this method, the last step is taught first, providing immediate reinforcement. Then, we work backward, teaching the second-to-last step, and so on, until the entire chain is learned. By starting with the final step and working backward, individuals are motivated by the immediate reinforcement and see the complete task coming together.
Mike: What about total task chaining?
Susan: Total task procedures tend to be used when the learner can already carry out several steps in the chain independently. Because they can carry out so many steps already, you target all of the steps at once. Each step in the chain that the learner has not already mastered, has its own target prompt level. So the first step might have a target prompt of a gestural prompt, the second step might be independent already, the third step might have a target level of a partial physical prompt, the fourth step might be independent, the fifth step might have a target prompt level of a full physical prompt and the sixth step might be independent. You?ll record data on if the learner gets the steps correct at the current target prompt level, reinforce their behavior if they do, and fade out the prompts over time in response to the learner?s growing competence levels.
Mike: Thank you, Susan. That clarifies things for me. I appreciate the time you’ve taken to explain chaining.
Susan: You’re welcome, Mike! I’m happy to help. Remember, if you have any more questions or need further clarification, don’t hesitate to reach out. We’re here to support each other as a team.
Optional Reading
In this Lesson, we have mostly discussed chaining with regard to acquiring new skills. However, chaining can also be used to reduce unwanted behaviors using a technique known as response-chain interruption.
In this paper, students describe self-administered interventions to address problematic behavior chains such as smoking, hair-pulling and eczema.
Essential Video
In this video, Veronica Howard reviews task analysis and chaining:
In this short video from Behavior Frontiers, we see an example of using backwards chaining to teach hand washing.
Optional Videos
In this video from the Center on Transition Innovations, Stephanie Lau describes the process of creating a task analysis and the benefits of using task analyses.
Conversation Exercise
In the bottom right-hand corner of your screen, you’ll see a conversation icon. Click on this to being the conversation exercise with FRED our AI-powered chatbot. Alternatively, click this link to open the chat interface directly.
If you have not already, read this article to learn how to get the most from your learning conversation with FRED.
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