Chaining and Task Analysis
Chaining Defined:
As defined in Cooper, Heron, and Heward (2007), chaining is the use of "various methods for linking specific sequences of stimuli and responses to form new performances." (p. 436)
Types of Chaining:
There are two types of chaining that are often used to teach new behaviors to children.
Task Analysis:
What is a Task Analysis: A task analysis involves breaking a complex skill or behavior down into smaller units that are easier to teach, which results in a series of sequentially ordered steps or tasks.
Creating a Task Analysis: The reason for making a task analysis is to determine the sequence of behaviors that are needed to complete the task efficiently. It is important to remember that the sequence of behavior that one child might need to complete a task may not be identical to what another child need to complete the same task. Each task analysis should be tailored to the individual child's skill level and needs. There are three methods that are often used to create task analyses.
Mastery Criterion:
A mastery criterion is set to determine which parts of the task analysis a child can perform independently. There are two ways to determine a child's mastery level of a task analysis before implementing the procedure:
Chaining Methods:
The next step in implementing a task analysis is to determine which chaining procedure to use to teach the new behavior sequence. There are four different chaining methods we will discuss:
The following video reviews all of the chaining procedures we discussed in this section with examples of each procedure being implemented in the applied setting.
As defined in Cooper, Heron, and Heward (2007), chaining is the use of "various methods for linking specific sequences of stimuli and responses to form new performances." (p. 436)
Types of Chaining:
There are two types of chaining that are often used to teach new behaviors to children.
- Forward Chaining: The behaviors are linked together beginning with the first behavior in the sequence.
- Backwards Chaining: The behaviors are linked together beginning with the last behavior in the sequence.
Task Analysis:
What is a Task Analysis: A task analysis involves breaking a complex skill or behavior down into smaller units that are easier to teach, which results in a series of sequentially ordered steps or tasks.
Creating a Task Analysis: The reason for making a task analysis is to determine the sequence of behaviors that are needed to complete the task efficiently. It is important to remember that the sequence of behavior that one child might need to complete a task may not be identical to what another child need to complete the same task. Each task analysis should be tailored to the individual child's skill level and needs. There are three methods that are often used to create task analyses.
- The components of the task are developed after observing individuals perform the desired task sequence. There are no set rules for deciding on the number of steps to include in a given task analysis. This decision should be made on an individual basis that takes the child's physical, sensory, and motor skill levels into consideration. It is often necessary to adjust the order of the steps, take out steps, or add steps to the task analysis.
- In this method of creating a task analysis, the case manager/therapist consults with experts or individuals skilled in performing the task.
- The last method used to create a task analysis is to do the steps of the task analysis yourself. This will allow you to make the necessary adjustments to make the task analysis as efficient as possible.
Mastery Criterion:
A mastery criterion is set to determine which parts of the task analysis a child can perform independently. There are two ways to determine a child's mastery level of a task analysis before implementing the procedure:
- Single-Opportunity Method: The method is designed to evaluate the child's ability to perform each skill/behavior in the task analysis in the correct order.
- Multiple-Opportunity Method: The method evaluates the child's level of mastery across all behaviors in the task analysis. If a step is performed incorrectly, out of order, or the time limit to complete the step has elapsed, the therapist completes the that skill for the child and positions the child for the next step. Each step that the child completes correctly is recorded as a correct response, even if the child did not completed the previous steps correctly.
Chaining Methods:
The next step in implementing a task analysis is to determine which chaining procedure to use to teach the new behavior sequence. There are four different chaining methods we will discuss:
- Forward Chaining: The behaviors in the task analysis are taught in their naturally occurring order. Therefore, reinforcement is delivered when the predetermined criterion for the first behavior in the sequence is mastered. For example, reinforcement is delivered for completing steps 1 and 2 at mastery level. Each following step requires the cumulative performance of all the previous steps in the correct order for the child to gain access to reinforcement. Response prompting and other methods can be employed to elicit the response. For longer chains of behavior, it is recommended that task analysis skills be broken down into smaller units. When unit is mastered the second unit can be introduced and the units are then linked together where the last response in the first unit becomes the SD for the first response in the second unit.
- Total-Task Chaining: In variation of forward chaining, the child will receive training on each step of the task analysis during every session. Assistance is provided with any step the child cannot complete on their own, and the chain is trained until the child has the ability to perform all the steps in the correct sequence at mastery level.
- Backward Chaining: In backward chaining all the behaviors that are incorporated into the task analysis are completed by the therapist, except for the final behavior in the chain. When the child completes the last step in the chain independently, in the correct order at criterion level they gain access to reinforcement. Gradually reinforcement is delivered with the completion of steps that occur prior to the last step in the chain. The sequence continues backwards through the chain until all the steps in the task analysis have be introduced in reverse order and have been practiced all together. An advantage of using backward chaining is that on every trial the child comes into contact with the terminal reinforcer for the chain. This increases the discriminative properties of the stimulus present at the time of reinforcement. The primary disadvantage of backward chaining is the potential of passive participation of the child in the steps prior to reinforcement that may limit the total number of responses the child makes during a given instructional session.
- Backward Chaining with Leaps Ahead: The procedure follows the same procedures as backward chaining but not all of the steps in the task analysis are explicitly taught. The purpose of using the leap ahead procedure is to decrease the total training time needed to learn the chain. The steps must be completed correctly and in the correct order in order to gain reinforcement.
The following video reviews all of the chaining procedures we discussed in this section with examples of each procedure being implemented in the applied setting.