BEHAVIOR CHAINS & CHAINING PROCEDURES & schedules

Presentation Overview

  • Focus on teaching long response chains and chaining procedures.
    • Learn about:
    • Behavior chains
    • Three-term contingency
    • Task analysis
    • Chaining procedures (forward, backward, total task chaining)
    • Graduated guidance
    • Data collection and evaluation for behavior chains

Behavior Chains

  • Definition (Cooper, Heron, Hubert):

    • 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, constitute a larger response.

  • Examples of Everyday Behavior Chains:

    • 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

  • Task Completion:

    • The completion of the entire task relies on each component response.
    • Each response is signaled by the completion of the prior response.

  • Example – Opening a Locked Door:

    • Responses:
    1. Take keys out of pocket
    2. Insert key into keyhole
    3. Turn key
    4. Turn door handle
    5. Push door open
    • Antecedents:
    • Presence of a locked door → take out keys
    • Having keys → insert key
    • Key in keyhole → turn key, etc.
    • Consequences:
    • Keys in hand
    • Key is in keyhole
    • Door is open (terminal reinforcer)

Three-Term Contingency

  • Components:
    • Antecedent: Evokes the behavior
    • Behavior: The response that occurs
    • Consequence: Reinforcement for the behavior, serves as the antecedent for the following response in the chain.

Task Analysis (TA)

  • Definition:

    • A task analysis is a written list of the component responses needed to complete a behavior chain.

  • Purpose of TA:

    • Guide teaching by showing what responses to teach and in what sequence.
    • Ensure consistency among multiple teachers.
    • Assist in data collection and evaluation.

  • Creation of Task Analysis:

    • Perform each response in the behavior chain and write down the steps.
    • Seek feedback to ensure completeness and effectiveness of the task analysis.

  • Considerations for TA:

    • The environment (e.g., home vs. school) may affect the specific steps needed.
    • Individual differences of the child may necessitate adding or removing steps.

Chaining Procedures

  • Types:
    • Forward chaining
    • Backward chaining
    • Total task chaining

Forward Chaining

  • Definition:
    • Teach each step of the behavior chain one at a time starting from the first step.
  • Process:
    • Child learns to complete the first step independently, then moves to step two, and so forth.
    • Reinforcement is provided after the completion of the step being taught.
    • Example: Tying a shoe
    1. Teach to cross laces
    2. Add step of pulling laces tight

Backward Chaining

  • Definition:
    • All steps are completed for or with the student, except the last step.
  • Process:
    • Teach the student to independently complete the last step, then progressively add previous steps.
    • Reinforcement provided after completing the last step.
    • Example: Handwashing

Total Task Chaining

  • Definition:
    • Child is taught all steps of the behavior chain sequentially during each teaching opportunity.
  • Process:
    • Teacher assists with any steps the child cannot yet complete independently.

Graduated Guidance

  • Definition:
    • Gradually removing prompts, starting with maximum guidance.
  • Process:
    • Prompts are faded from hands to elbows to shoulders; then shadowing.

Choosing the Right Chaining Procedure

  • General Guidelines:
    • Use total task chaining when the client knows some steps already or learns quickly.
    • Forward chaining for clients struggling with multiple steps.
    • Backward chaining when the last step results in enjoyable consequences.
    • Consider individual differences and previous success with each procedure.

Data Collection and Evaluation

  • Importance:
    • Required for determining effectiveness of the chaining procedure.
  • Method:
    • Use the task analysis to score steps as independent or prompted.
    • Forward/backward chaining scores only steps currently being learned; total task chaining scores all steps.
  • Review of Progress:
    • After teaching, assess data to gauge the learner's progression and make necessary adjustments.

Summary

  • A behavior chain consists of discrete responses completed in a specific order to form a larger action.
  • Task analysis breaks down this chain into manageable steps.
  • Techniques for teaching behavior chains include forward chaining, backward chaining, and total task chaining.
  • Graduated guidance and data collection are essential for effective learning and adaptation.