Behavior Chains and Chaining Procedures

A behavior chain is a specific sequence of discrete responses, each associated with a particular stimulus condition.
A set of component responses that, when completed in a specific order, make up a larger response.
- Examples:
  - Putting on a shirt
  - Brushing hair
  - Washing hands
  - Completing a long division problem
  - Preparing a meal
  - Using the bathroom
  - Tying shoes
  - Sending an email
  - Vacuuming the floor
Completion of the entire task is dependent on the completion of each component response.
Each component response is signaled by the completion of the response that comes before.

Antecedent: The presence of a locked door evokes the response of taking out the keys.
Behavior/Response: Take keys out of pocket, insert key into keyhole, turn key, turn door handle, push door open.
Consequence: The consequence for the response of getting the keys out is that the keys are now in hand.
Each naturally occurring consequence acts as reinforcement for the previous response.
The terminal reinforcer is the end of the behavior change and the final consequence. In this case, the door being open.
The consequence for each response also acts as the antecedent for the following next response in the behavior chain.
The interplay between antecedents and consequences is what maintains the sequence of components that make up the behavior chain.

A task analysis is a written list of the component responses that make up a behavior chain.
The task analysis is always created before teaching the behavior chain.
Each step of the task analysis is a discrete response in the behavior chain.
A task analysis is necessary for many reasons:
- The task analysis is used during teaching so the teacher knows what responses to teach.
- It also shows the sequence in which to teach those responses.
- A task analysis also helps to promote consistency if there are multiple teachers teaching the same behavior change to a student.
- The task analysis is used in the data collection and evaluation process.
The best way to create a task analysis is to perform each component response of the behavior chain yourself.
Write down each component response you go along.
After doing this, show your task analysis to other people.
Consider where the skill will be taught and what materials are available in this environment.
Consider the individual child you are teaching and its steps need to be added or removed so the child is able to complete the behavior chain.

Each step of the behavior chain is taught one at a time, starting with the first step in the sequence indicated by the task analysis.
Begins by teaching the child to independently complete the first step of the behavior chain.
Once the child has learned the first step, the child is then taught to complete steps one and two of the behavior chain.
Each time a step is learned, the next step in the sequence is taught.
Reinforcement is always provided after the completion of the step currently being taught. This means that the chain of responses will be broken after the teaching step is completed in order for reinforcement to be provided.
The steps of the behavior chain that still remain reinforcement is given can be either fully prompted by the teacher or left incomplete. This will depend on the child and the behavior chain being taught.

All of the steps of the behavior chain are completed for or with the student except for the last step.
The student is taught to independently complete only the last step of the behavior chain.
Once the last step is learned, the student is taught to complete the last two steps of the behavior chain.
Additional steps are added one at a time after the previous step has been learned.
Reinforcement is only provided after the child completes the last step of the behavior chain.
For some children, a contrived reinforcer that is unrelated to the behavior chain might have to be provided for their response.
For other children, completing the final step of the behavior chain and the natural consequence that occurs may serve as reinforcement in and of itself.
Contrived reinforcement may not always be necessary with backward backward chaining.

The child is taught all steps of the behavior chain in sequential order during each teaching opportunity.
The teacher provides assistance for any step the child is not yet performing independently.

Gradual removal of prompts, starting with maximum guidance, then slowly removing the proximity and intensity of the prompt over time.
Eventually, prompting is provided only when necessary.
Prompts are generally faded from the child's hand to the elbow and to the shoulder.
Then shadow the child and eventually provide prompts only as necessary.
As the learner becomes more independent with segments of the behavior chain, the teacher will fade the placement of her hands and the type of physical prompts being used.

Use total task chaining when a client already knows how to complete some of the steps of a behavior chain.
Another reason to use a total task chaining procedure is if the client learns behavior chains quickly.
Use forward chaining with clients who have difficulty learning multiple steps at once.
It may also be helpful to select forward chaining when teaching a behavior chain that requires relatively easy responses at the beginning of the chain.
Use backward chaining with clients who have difficulty learning multiple steps at once.
Backward chaining can also be used when the end of the behavior chain results in something the child enjoys, such as a snack.
Consider individual differences of each client and what procedures have been successful for that client in the past.

When teaching a behavior chain, data are collected using the task analysis.
Each step being taught is scored as independent or prompted using a plus or minus symbol.
The type of chaining procedure being used will determine which steps are scored during teaching.
When using forward or backward chaining, the teacher will score only those steps that the learner is working on completing independently.
When using total task chaining, the teacher will always score all steps of the behavior chain.
After each teaching opportunity, these data are examined to determine how the learner is progressing and if changes need to be made.