Introducing
Your new presentation assistant.
Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.
Trending searches
In forward chaining, the behaviors identified in the task analysis are taught in their natural sequence. Reinforcement is delivered when the predetermined criterion for the first behavior in the sequence is achieved. Thereafter, reinforcement is delivered for criterion completion of steps 1 and 2. With each successive step, reinforcement is delivered contingent on the correct performance of all steps trained thus far.
Consider using when the student is more successful with the beginning of the chain.
The purpose of assessing mastery level is to determine which components of the task analysis can already be performed independently. This can be done using one of two methods:
BUT recognize that forward chaining implies the use of extinction, because you are constantly increasing the # of steps required for reinforcement! At first the student may have to do steps 1-3 and then gets reinforced after step 3. When you increase to steps 1-4, you are removing reinforcement after step 3 and therefore using extinction.
Total task chaining is a variation of forward chaining in which the learner receives training on each step in the task analysis during every session. Trainer assistance is provided using response prompts with any step that the individual is not able to perform. The chain is trained until the learner performs all the behaviors in the sequence to criterion.
Single-opportunity method:
Multiple-opportunity method:
1. Observe a competent individual perform the task
2. Consult with experts or persons skilled in performing the task
3. Perform the task yourself
Pay attention to the learner's natural preferences!
Allows the student to gain practice with each step in the task every time and can therefore lead to faster acquisition.
BUT can also be more labor intensive (higher response effort) for the student compared to forward or backward chaining.
Once a task analysis has been constructed, it can be refined as it is used.
In backward chaining, all the steps identified in the task analysis are completed by the trainer, except the last one. When the final step in the sequence is performed to criterion, reinforcement is delivered. Next, reinforcement is delivered when the next-to-last step and the last step are performed. Subsequently, the learner must perform the last three steps before reinforcement is delivered, as so on.
The purpose of constructing and validating a task analysis is to determine the sequence of stepwise critical behaviors that comprise the complete task and that would lead to it being performed efficiently.
The sequence may vary from person to person and the TA should be individualized according to age, skill level, disability, and prior experience.
Chains can be used to improve independent-living skills
Consider using when the student is more successful with the steps at the end of the chain, or when the final outcome is reinforcing. An additional benefit of backward chaining is that the reinforcer is always delivered at the same step (the final step) so you don't have to use extinction. You are systematically increasing task difficulty, but the terminal step that results in reinforcement remains the same.
Chains can provide the means by which other behaviors are combined into more complex sequences
The main disadvantage of backward chaining is that the potential passive participation of the learner in earlier steps in the chain may limit the total number of responses made during any given training session.
Chains can be combined with other procedures to build behavioral repertoires in generalized settings.
Steps for the same TA may be broken down differently depending on the profile of your student.
Backward chaining with leap aheads follows almost the same procedures as in backward chaining, except that not every step in the task analysis is trained. The leap aheads modification provides opportunities for probing or assessing untrained behaviors in the sequence.
Backward chaining with leap aheads may speed up training of the chain.
A behavior chain is a specific sequence of discrete responses, each associated with a particular stimulus condition. Each discrete response and the associated stimulus condition serve as an individual component of the chain. When individual components are linked together, the result is a behavior chain that produces a terminal outcome. Each response in the chain serves as a conditioned reinforcer for the response that produced it. Each response in the chain serves as a discrimative stimulus for the next response in the chain (excluding the first and last responses in the chain).
Say that in pictures, please?
Example: for washing hands is turning on the water 1 step or several (place hand on faucet, turn faucet, release faucet)?
Let's try it with some other TAs.
The correct response must be performed smoothly and many times to develop a muscle memory for the task. Allowing errors or interruption in the chain prevents muscle memory from developing.
Target steps should be selected when implementing a TA using total task instruction. Total task presentation does not just involve doing the task over and over and hoping the student learns it!
The term chaining refers to various methods for linking specific sequences (chains) of stimuli and responses to form new performances. In forward chaining, behaviors are linked together beginning with the first behavior in the sequence. In backward chaining, behaviors are linked together beginning with the last behavior in the sequence.
Let's learn more about behavior chains.
Broader steps ("turn on water") make task analysis easier for staff to implement and collect data on
More specific steps ("place right hand on faucet, turn faucet counter clockwise, release faucet") allow you to pinpoint exactly where a skill deficit is and teach the task in even smaller, more manageable steps.
If the student can't perform a particular step in the chain, you may need to shape it first so it can be put in the chain. For example, if the student can't turn the water on while washing hands, you may first need to shape getting her hand near the faucet, then on the faucet, then turning the faucet slightly, etc, until they can fully turn on the water.
You might:
1) conduct a baseline
2) select steps to target that are approaching independent
3) select steps to target that are "chunked" within the chain
4) target steps at the beginning or end of the chain
5) Systematically fade prompts for all target steps
May be very broken down (FP, LP wrist, LP elbow, LP shoulder, Independent) or less broken down (FP, LP, I). You may choose to record "+" or "-" at the current step.
The process of breaking down a complex skill into smaller, teachable units, the product of which is a series of sequentially ordered steps or tasks.
Before we go any further with task analysis, note that task analysis falls under the umbrella of a behavior change concept called chaining.
Therapist and one additional observer collect data on the TA and compare the data points step by step.
Observer uses a copy of the TA and marks "+" or "-" next to each step to indicate whether the teacher carried out the step correctly.
Create a TA for an assigned task for a specific student you work with here at NLG. During our 2nd session, you will be expected to share your TA (and a brief profile of your student) to see how the same task can be broken down differently by different people and for different students. And the task will be...