User:Katzalee/Backward chaining (applied behavior analysis)

Introduction:

• Completed by Quetzali

The edits to the introduction have already been made. I erased most of the previous definition because it was identical to the one in the book that is cited and also another part of the introduction was word-by-word identical to information on a blog. I updated the definition and introduction paragraph and added two citations.

Procedure:

• McKayla working on it

-       Process before implementing backwards chaining (task analysis, observations, assessments, etc.)

This part will be created and relevant information about the process that leads to backward chaining will be provided.

Fading & Mastery:

• Quetzali-Complete

1. What it takes to fade? How is it done?
   1. In order to fade prompts on the steps being targetted the learner must show increased independence (Cooper & Heron).
   2. The fading technicque to be used will be Most to Least prompting (MLT) because the skills that are being worked on are new. The prompts will be decreased from most to least instrusive when the learner shows increased ability to complete the task with less assistance.
2. Mastery?
   1. Assessments are done prior to the chaining procedure being implemented to determine the mastery level of the learner (1).
   2. There are two methods that can be used to assess mastery (1): 1. Single-Opportunity, which involves stopping the learner if any step is skipped or the learner is unable to complete it and 2. Multiple-Opportunity, which involves allowing the learner to attempt each step in the chain (Snell & Brown, 2006).
3. How is mastery achieved and defined?
   1. Before the chain can be implemented a mastery criterion is set for each of the steps and the leaner is said to have mastered the skill once they can perform all steps on the chain at the mastery criterion that had been established (Cooper & Heron).

Advantages/Disadvantages:

• McKayla working on it

-       Any limitations (skills that are more complex than steps?)

-       What are the advantages of implementing backwards chaining over other types of chains?

We will talk about why backward chains are used overt the other two types (selection criteria) as well as its limitations and why it would not be the best choice for some individuals and provide a reference as well.

Other Considerations:

• To be completed by Quetzali if time allows

1. What if learning knows a step or is not achieving a specific step?
2. What if the learner independently backwards chains a prompted step?

Will also discuss other things to consider like difficulty with a certain step and what can be done (break it into smaller steps?) and also what to do if learnear shows independency with a step that is currently not the targer step. At least one reference will be provided for this section as well.

References (this are references we currently have but will be adding more)

Brandon, B. (2003, October 13). Last thing first: The power of backwards chaining. Retrieved from https://www.elearningguild.com/pdf/2/101303des.pdf

(2) Tarbox, J., Tarbox, C., & undefined, undefined undefined. (2017). Chapter 5: Skill Acquisition . In Training manual for behavior technicians working with individuals with autism (pp. 47–87). Amsterdam: Elsevier, Academic Press.

(3)https://www.gvsu.edu/cms4/asset/64CB422A-ED08-43F0-F795CA9DE364B6BE/behavioral_interventions_-_chaining.docx

(4) https://transitioncoalition.org/wp-content/uploads/2016/07/Implementation-Steps-for-Prompting-Systems.pdf

Price Comments

This looks great. Might be too much? You can decide as you go along. How are you dividing up the work? For the last reference, you can review Wikipedia guidelines and/or ask our course resource people. Also, I fixed the link in McKayla's sandbox. Needs to be User:Katzalee as opposed to just Katzalee. Paul C Price (talk) 17:18, 28 October 2019 (UTC)