Psych 282 - Chapter 11 - Chaining PDF

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Chapter 11 – Chaining Introduction  Behavioral Chain: Analyzing Stimulus-Response Chains  Stimulus-Response Chain:  Each behavior or response in the chain produces a stimulus change that acts an as S D for the next response in the chain  The first response produces an SD for the second response ...

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Chapter 11 – Chaining Introduction  Behavioral Chain: Analyzing Stimulus-Response Chains  Stimulus-Response Chain:  Each behavior or response in the chain produces a stimulus change that acts an as S D for the next response in the chain  The first response produces an 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  SD1 R1  SD2 R2 SD3

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R3 SD4

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R4 SD5  R5  Reinforcer

Task Analysis  Task Analysis: The process of analyzing a behavioral chain by breaking it down into its individual stimulus-response components  Any time your goal is to teach a complex task involving two or more component responses (a behavioral chain) to a person, the first step is to identify all the behaviors that are necessary to perform the task and write them down in order  Next, you identify the SD associated with each behavior in the task  Different ways to conduct a task analysis o Observe a competent person engage in the task o Ask an expert (a person who performs the task well) o Perform the task yourself and record each of the component SDs and responses  Chaining Procedures: o Involve the systematic application of prompting and fading strategies to each stimulus response component in the chain o Three different types – backward chaining, forward chaining, and total task presentation Backward Chaining  Backward Chaining:  Intensive training procedure typically used with learned with limited abilities  You use the prompting and fading to teach the last behavior in the chain first  Once the last behavior is mastered, you move onto the second-last behavior  This continues until the learner can exhibit the whole chain of behaviors when presented with the first S D, without any prompts Forward Chaining  Forward Chaining:  Difference between 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, and provide a reinforcer after the response SD1 + prompt  R1  reinforcer  You then fade your prompts until the person is engaging in the first response without any prompts when the first S D is presented  This process continues until you have taught the last component in the chain and all the steps in the task analysis have been chained together in the proper order  Because you provide a reinforcer after each response in the chain during training, the outcome of each response (the S D for the next response) becomes a conditioned reinforcer o Especially important with forward chaining because you do not get to the natural reinforcer at the end of the chain until you train the last component

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Regarding Forward Chaining and Backward Chaining… Similarities Differences  Forward chaining teaches the first component first, where-as Both are used to teach a chain of behaviors backward chaining teaches the last behavior first To use both procedures, you first have to conduct a task analysis  With backward chaining, because you teach the last component that breaks down the chain into stimulus-response components first, the learner completes the chain in every learning trial and Both treat one behavior (one component of the chain) at a time receives the natural reinforcer in every learning trial and chain the behavior together  In forward chaining, the learner does not compete the chain in Both procedures use prompting and fading to teach each every learning trial; artificial reinforcers are used until the last component component of the chain is taught o The natural reinforcer occurs after the last behavior of the chain

Total Task Presentation  Total Task Presentation:  The total task is completed in each learning trial

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In these procedures, you use prompting to get the learn to engage in the entire chain of behaviors from start to finish You use whatever type of prompting strategy is necessary to get the learn to engage in the entire task In many cases, physical prompts are used to guide the learner through the chain of behaviors Graduated Guidance: o Use hand-over-hand guidance to lead the learner through the task o Over trials, you gradually provide less and less assistance and share the learner’s hand as the learner engages in the behavior o Shadowing means keeping your hand close to the learner’s hand as the learner engages in the behavior - this allows you to initiate physical guidance immediately if the learner fails to execute one of the component behaviors in the chain  Shadowing prevents errors and should be done a number of times as the learner exhibits the behavioral chain without assistance o You will be providing a reinforcer when the force independent movements as opposed to prompted movements

When to Use Total Task Presentation  Because the total task presentation procedure requires you to guide the learner through the entire chain of behaviors, it is appropriate for teaching a task that is not too long or too complex o If the task is too difficult or long, forward or backward chaining procedures may be better because they focus on one component at a time and chain the components together after they are mastered individually  The learner’s ability learn must be considered – backward or forward chaining may be more appropriate for learners with limited abilities  Finally, the teacher’s ability level must also be considered o Although training is also needed to use forward chaining and backward chaining successfully, the total task presentation may be the most difficult to implement o This is because it often involves the use of graduated guidance, a procedure in which the teacher must alternately guide or shadow the learner with precise timing through the entire chain of behaviors o Done incorrectly, graduated guidance may amount to forcing the learn through the behavior without actually teaching the learner to engage in the behavior independently

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Concerning Forward and Backward Chaining and Total Task Presentation Similarities Differences They are all used to teach complex tasks or chains of behavior  In total task presentation, the learned is prompted through the entire task in each learning trial A task analysis must be completed before training with all three  In the two chaining procedures, the trainer teaches one procedures component of the chain at a time and than chain the Prompting and fading are used in all three procedures components together

Other Strategies for Teaching Behavioral Chains  All of the following can be use to teach a chain of behaviors as well as single responses  Written Task Analysis: o Trainer presents the learner with a list of the component behaviors in their proper sequence, and the learner used this list to perform the task correctly o Only effective if the learner can read the instructions, understand the instructions, and execute the behavior listened in the instructions  Picture Prompts: o To be effective, the learner has to look at the pictures in the proper sequence and each picture must have stimulus control over the behavior that is depicted  Video Modelling: o By watching the task being completed on video, the learner is than able to compete the chain of behaviors o Used to teach learners with intellectual disabilities to engage in a variety of skills including laundry skills o May be conducted in two ways – the learner watches the entire video just before attempting to complete the task OR the learner watches one step of the task on video, completes that task, then watches the next step on video, and so on  Self-Instructions: o To use this procedure, the leaner must be able to remember the self-instructions o The learner first learns to recite the self-instructions out loud as a prompt for the correct behavior o After the learner has mastered the self-instructions, they may begin to recite them covertly

Chaining Procedures  Backward Chaining: Teach the last behavior in the chain first; then teach each previous behavior in the chain  Forward Chaining: Teacher the first behavior in the chain first; then teach each subsequent behavior in the chain

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Total Task Presentation: Prompt the whole stimulus-response chain in each training trial Written Task Analysis: Use written descriptions of each step in the task analysis as prompts Picture Prompts: Uses pictures of each step in the task analysis as prompts Video Modelling: Use video of the task (or part of the task) as prompts to complete the task Self-Instructions: Give yourself verbal prompts to engage in each component behavior in a behavioral chain

How to Use Chaining Procedures 1. Determine whether a chaining procedure is appropriate a. Does the problem call for behavioral acquisition, or is it related to noncompliance? b. Non-capable = Chaining procedure c. Unwilling = Treating noncompliance 2. Develop a test analysis 3. Get a baseline assessment of the learner’s ability a. Single-opportunity Method: b. Multiple-Opportunity Method: 4. Choose the chaining method you will use a. Learners with limited abilities = forward or backward chaining is most appropriate b. Less complex task/more capable learner = total task presentation 5. Implement the chaining procedure 6. Continue reinforcement after the task has been learned a. If you continue to provide reinforcement, at least intermittently, after the learner is able to complete the task without assistance, the learn will maintain the behavior over time Chapter Summary 1. A behavioral chain (“stimulus-response chain”) is a behavior composed of two or more stimulus-response components 2. A task analysis identifies the stimulus and response in each component of the chain a. It is important to conduct a task analysis so that all components of the chain (S Ds and responses) are identified clearly 3. Chaining procedures are used to teach a person to engage in a behavioral chain a. These procedures involve prompting and fading to teach each component of the chain b. In backward chaining, the first stimulus component is taught first; the next to last component is taught first c. In forward chaining, the first stimulus-response component is taught first; the second component is taught second, and so on, until the whole chain is learned 4. In total task presentation, the entire chain of behaviors is prompted in every learning trial a. Often, graduated guidance is used with total task presentation 5. In the written task analysis procedure, the learner used textual prompts for each component in the chain a. In the picture prompt procedure, the learner uses pictures to prompt each component in the behavioral chain b. In video modelling procedure, the learner watches video of the task being completed to prompt the competition of the steps in the task c. With self-instructions, the learner recites self-instructions (Verbal prompts) to prompt each component in the chain Practice Test 1. What is a stimulus-response chain? Provide two examples of stimulus-response chains. 2. Identify each stimulus and response component in your two examples from question 1. 3. What is a task analysis? What is it important to conduct a task analysis? 4. Provide a task analysis of the behavior of pouring water from a pitcher into a glass. Assume the pitcher of water and the glass are already on the table. 5. Describe backward chaining. 6. Describe the use of backward chaining to teach the task identified in question 4. 7. Describe forward chaining. 8. Describe how you would use forward chaining to teach the task identified in question 4. 9. How are backward chaining and forward changing similar? How are they different? 10. Describe the total task presentation procedure. 11. Describe graduated guidance. 12. Describe how you would use the total task presentation procedure to teach the task described in question 4. 13. How does the total task presentation procedure differ from backward and forward chaining? How are they similar? 14. Describe how you would use a written task analysis to get a person to engage in a complex task. What is another name for a written task analysis? 15. Describe the use of picture prompts. Describe the use of video modelling. 16. Describe the use of self-instructions. What is the other name for self-instructions? 17. When is it appropriate to use a chaining procedure? When is it not appropriate? 18. Briefly describe the guidelines for using a chaining procedure to teach a complex task....