Backward chaining (applied behavior analysis)
Chaining is a technique used in applied behavior analysis to teach complex tasks by breaking them down into discrete responses or individual behaviors that are part of a task analysis.[1] With a backward chaining procedure the learning can happen in two ways. In one approach the adult can complete all the steps for the learner and give the learner the opportunity to attempt the last one and prompt as needed. For the other approach the adult can prompt the learner throughout the steps on the chain and give the learner an opportunity to complete the last one independently. However, if unable to do so the adult helps by also prompting the learner through the last step and reinforcement is given to the learner once the last step is completed.[2] Because independency is desired the goal is to remove the prompts as soon as the learner can complete the steps without help.[3]
Fading
Task Analysis
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A task analysis involves breaking a complex skill into smaller teachable units creating a series of steps or tasks. In other words, it is the identification of all the stimuli and responses in a behavior chain. In backward chain task analysis, the final step of the routine is taught first so that the reinforcement for completing the step is accessible to the naturally occurring reinforcement.
Implementation
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In order to teach a task utilizing a backward chaining procedure, begin by breaking down the entire task into individual steps known as a task analysis.
For example, a tooth brushing routine may be broken down as follows:
1. Grab toothbrush 2. Apply toothpaste to toothbrush, 3. Turn on water 4. Wet toothbrush, 5. Brush top teeth, 6. Brush bottom teeth, 7. Rinse toothbrush, 8. Turn of water 9. Put toothbrush away
The trainer would begin by completing each step for the learner beginning with step one (Grabbing the toothbrush). Once the trainer has completed all steps, the trainer allows the learner to complete the last step (Put toothbrush away) independently. Once this step is independently mastered then the trainer can move on to training the last two steps (Steps 8 and 9). This training will continue until the student is completely independent and can complete the entire tooth brushing routine without assistance. It is important to note that transitioning from one step to the next will vary from learner to learner and should not be done until the learner is proficient in the targeted step.
The trainer can either complete the steps for the leaner or physically prompt the learner through all the steps before allowing the learner to complete the last step independently.
For example, a physical prompting of toothbrushing can look like hand over hand helping the learner complete all the steps correctly before letting the learner complete the last one independently.
See also
References
- ^ Cooper, John O.; Heron, Timothy E.; Heward, William L. (2007). Applied Behavior Analysis. Merril, Prentice Hall. p. 443. ISBN 0-13-142113-1.
{{cite book}}: Invalid|ref=harv(help) - ^ Tarbox, Jonathan; Tarbox, Courtney (2017), "Skill Acquisition", Training Manual for Behavior Technicians Working with Individuals with Autism, Elsevier, pp. 47–87, ISBN 9780128094082, retrieved 2019-10-01
- ^ "Behavioral Interventions-Chaining". GVSU. Retrieved 20 October 2019.
{{cite web}}: CS1 maint: url-status (link)