chapter 11 chaining

Question 1

backward chaining

Answer 1

• intensive training procedure typically used with learned with limited abilities
• you use prompting and fading to teach the last behaviour in the chain first
• once the last behaviour is mastered, you move onto the second-last behaviour
• this continues until the learner can exhibit the whole chain of behaviours when presented with the first SD without prompts

Question 2

behavioural chain

Answer 2

A behavior chain is an event in which units of behavior occur in sequences and are linked together by learned cues

Question 3

chaining procedures

Answer 3

• involves the systematic application of prompting and fading strategies to each stimulus response component in the chain
• 3 different types; backward chaining, forward chaining, and total task preparation

Question 4

forward chaining

Answer 4

• difference b/w forward chaining and backward chaining is the point in which you begin training
• to use forward chaining, you present the first SD, prompt the correct response without any response when the first SD is presented
• this process continues until you have taught the last component in the chain and all the steps i the task analysis have been chained together in the proper order
• since you provide a reinforcer after each response in the chain during training, the outcome of each response becomes a conditioned reinforcer

Question 5

graduated guidance

Answer 5

• use hand over hand guidance to lead the learner through the task
• over trials, you gradually provide less and less assistance and share the learners hand as the learner engages in the behaviour
• shadowing means keeping your hand close to learners hand as the learner engages in the behaviour- this allows you to initiate physical guidance immediately if the learner fails to execute one of the component behaviours in the chain
• *shadowing prevents errors and should be done a number of times as the learner exhibits the behavioural chain without assistance

Question 6

multiple-opportunity method

Answer 6

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.

Question 7

picture prompts

Answer 7

• to be effective, the learner has to look at the pictures in the proper sequence, and the learner used this to perform the task correctly

Question 8

self-instruction

Answer 8

• to use this procedure, the learner must be able to remember the self-instructions
• the learner first learns to recite the self-instructions out loud as a prompt for the correct behaviour
• after the learner has mastered the self-instructions, they manage to begin to recite them overly

Question 9

single opportunity method

Answer 9

The method is designed to evaluate the child’s ability to perform each skill/behavior in the task analysis in the correct order. … Each step that the child completes correctly is recorded as a correct response, even if the child did not completed the previous steps correctly.

Question 10

stimulus-response chaing

Answer 10

• each behaviour or response in the chain produces a stimulus change that acts on an SD for the next response in the chain
• the first response produces and SD for the second response in the sequence
• the second response produces an SD for the third response in the sequence and so on, until all the responses in the chain occur in order

Question 11

task analysis

Answer 11

• the process of analyzing a behavioural chain by breaking it down into it’s individual stimulus-response components

Question 12

total task preparation

Answer 12

• the total task is completed in each learning trial
• in these procedures, you use prompting to get the learner to engage in the entire chain of the behaviours from start to finish
• you use whatever type of prompting strategy is necessary to get the learner to engage in the entire task

Question 13

video modeling

Answer 13

• by watching the task being completed on video, the learner is then able to compete the chain of behaviours
• used to teach learners with intellectual disabilities to engage in a variety of skills
• may be conducted in two ways:
  1. learner watches whole video just before attempting to complete task orrr 2. the learner watches one step completes then moves to the next step

Question 14

written task analysis

Answer 14

• trainer presents the learner with a list of the component behaviours in the proper sequence, and the learner used this list to perform the task correctly
• only effective if the learner can read the instructions, understand the instructions and execute the behaviour listed i the instructions

Question 15

when to use total task presentation

Answer 15

• not too long or complex tasks
• learners ability to learn
• teachers ability level

Question 16

how to use a chaining procedure

Answer 16

1. determine whether a chaining procedure is apprpriate
2. develp a task analysis
3. get a baseline assessment for the learners ability
4. choose the chaining method you will use
5. continue reinforcement after the task has been learned

Question 17

pure-prompt chaining

Answer 17

• each link in a chain is taught separately in a random order

Question 18

shaping

Answer 18

• shaping steps reinforce successive approximations of the TB
• applies reinforcement and extionction

Question 19

fading

Answer 19

• steps gradually transfer stimulus control from the prompts to the SD
• applies reinforcement

Question 20

chaining

Answer 20

• steps reinforce stimulus response links that comprise a sequence of behaviours