Week 14 Chaining and BST

what are behavior chains?

a series of topographically distinct behaviors that are functionally linked by the production of some terminal reinforcer

how do behavior chains work?

earlier steps in the chain might not produce the same terminal reinforcer, but has some effect on the environment that signals you are getting closer

illustrate behavior chains using an example with at least a few steps

making a peanut butter and jelly sandwich:

1. SD—stomach grumbles, R—go to the kitchen, SR+—conditioned reinforcer that you are one step closer to getting to the sandwich

2. SD—being in the kitchen, R—getting the materials out and setting them on the table, SR+—one step closer

3. SD—materials on the table, R—put the bread on the plate, then the peanut butter and jelly on the bread, SR+—uou have produced the terminal reinforcer

every step serves as a conditioned reinforcer because it serves as a signal that you are one step closer to the terminal reinforcer

• each step serves as the next step in the chain

  • FUNCTIONALLY LINKED

what is task analysis

breaking down the chain into each of the individual links

why is task analysis essential?

if we do not do task analysis we are oversimplifying things

how can we assess behavior chains

before teaching the skill, provide a baseline

• single opportunity method (SOM)—provide initial instruction, then just see what happens

  • do not help them or prompt them through it, just assume they cannot perform the behavior

• multiple opportunity method (MOM)—provide the initial SD, then prompt through any response that does not occur naturally throughout the entire chain

  • allows us to differentiate between when an individual does not know how to produce any steps vs impasse steps

    • impasse steps—if you can’t complete one step, you do not have a chance to produce the subsequent steps in the chain

      • if you can’t unscrew the toothpaste cap there is no way you’ll be able to produce any other steps that comes after

what opportunity method is being described?

• provide initial instruction, then just see what happens

  • do not help them or prompt them through it, just assume they cannot perform the behavior

single opportunity method (SOM)

what opportunity method is being described?

• provide the initial SD, then prompt through any response that does not occur naturally throughout the entire chain

  • allows us to differentiate between when an individual does not know how to produce any steps vs impasse steps

    • impasse steps—if you can’t complete one step, you do not have a chance to produce the subsequent steps in the chain

      • if you can’t unscrew the toothpaste cap there is no way you’ll be able to produce any other steps that comes after

multiple opportunity method (MOM)

illustrate two different methods using the same example

how can we teach behavior chains

taking behavior chains and breaking them down into manageable units

• trickier than just reinforcing correct responses

describe three methods of teaching behavior chains

• forward chaining—starting at the front of the chain and working our way forward step by step

  • at first only the first step is required to receive reinforcement, once they perform the first step on their own we will move on to the next step, then both steps will be required to receive reinforcement

  • pros—intuitive, easy to remember

  • cons—must use arbitrary reinforcers

• backward chaining—going from the end of the chain and working our way to the beginning

  • pro—utilizes the terminal reinforcement, do not have to use artificial reinforcers that will need to be faded out eventually

  • cons —difficult, tricky to work through

• total task—working our way through the whole chain

  • each step of the chain that is completed correctly and independently will produce reinforcement

  • pro—if a lot of steps are known, it can help us get through a complete chain of behavior more quickly

  • cons—if not a lot of steps are known, it can be time consuming and ineffective

  • use when most steps of the chain are already known

which method of teaching behavior chains is described?

• starting at the front of the chain and working our way forward step by step

  • at first only the first step is required to receive reinforcement, once they perform the first step on their own we will move on to the next step, then both steps will be required to receive reinforcement

  • pros—intuitive, easy to remember

  • cons—must use arbitrary reinforcers

forward chaining

which method of teaching behavior chains is described?

• going from the end of the chain and working our way to the beginning

  • pro—utilizes the terminal reinforcement, do not have to use artificial reinforcers that will need to be faded out eventually

  • cons —difficult, tricky to work through

backward chaining

which method of teaching behavior chains is described?

• working our way through the whole chain

  • each step of the chain that is completed correctly and independently will produce reinforcement

  • pro—if a lot of steps are known, it can help us get through a complete chain of behavior more quickly

  • cons—if not a lot of steps are known, it can be time consuming and ineffective

  • use when most steps of the chain are already known

total task

juxtapose the strengths and weaknesses of each method of teaching behavior chains

forward chaining

• pros—intuitive, easy to remember

• cons—must use arbitrary reinforcers

backward chaining

• pro—utilizes the terminal reinforcement, do not have to use artificial reinforcers that will need to be faded out eventually

• cons —difficult, tricky to work through

total task

• pro—if a lot of steps are known, it can help us get through a complete chain of behavior more quickly

• cons—if not a lot of steps are known, it can be time consuming and ineffective

illustrate the full processes of task analyzing, assessing, and teaching behavior chains using an example

how can we apply a behavior analytic perspective to teach complex skills to individuals with developed repertoires (e.g. you?)

what does it look like to teach skills behaviorally?

is teaching skills behaviorally unique/distinct from other methods? how?

what are essential components of behavior skills training? illustrate each using an example

how do each of the three components affect behavior, in terms of the four term contingency

what was the purpose, method, results, and implications of stucco et al. (2017)