What are the different types of chaining in ABA?
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Browder, D. M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22(4), 206-219. doi: 10.1177/10883576070220040301
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Chaining is a type of intervention that aims to create associations between behaviors in a behavior chain.[1] A behavior chain is a sequence of behaviors that happen in a particular order where the outcome of the previous step in the chain serves as a signal to begin the next step in the chain. In terms of behavior analysis, a behavior chain is begun with a discriminative stimulus (SD) which sets the occasion for a behavior, the outcome of that behavior serves as a reinforcer for completing the previous step and as another SD to complete the next step. This sequence repeats itself until the last step in the chain is completed and a terminal reinforcer (the outcome of a behavior chain, i.e. with brushing one's teeth the terminal reinforcer is having clean teeth) is achieved. For example, the chain in brushing one's teeth starts with seeing the toothbrush, this sets the occasion to get toothpaste, which then leads to putting it on one's brush, brushing the sides and front of mouth, spitting out the toothpaste, rinsing one's mouth, and finally putting away one's toothbrush. To outline behavior chains, as done in the example, a task analysis is used. Chaining is used to teach complex behaviors made of behavior chains that the current learner does not have in their repertoire. Various steps of the chain can be in the learner’s repertoire, but the steps the learner doesn’t know how to do have to be in the category of can’t do instead of won’t do (issue with knowing the skill not an issue of compliance). There are three different types of chaining which can be used and they are forward chaining, backward chaining, and total task chaining (not to be confused with a task analysis). Forward chaining[edit]Forward chaining is a procedure where a behavior chain is learned and completed by teaching the steps in chronological order using prompting and fading. The teacher teaches the first step by presenting a distinctive stimulus to the learner.[2] Once they complete the first step in the chain, the teacher then prompts them through the remaining steps in the chain. Once the learner is consistently completing the first step without prompting, the teacher has them complete the first and second step then prompts the learner through the remaining steps and so on until the learner is able to complete the entire chain independently. Reinforcement is delivered for completion of the step, although they do not attain the terminal reinforcer (outcome of the behavior chain) until they are prompted through the remaining steps. Backward chaining[edit]Backward chaining is the same process as forward chaining but starts with the last step. Backward chaining is the procedure that is typically used for people with limited abilities. This process uses prompting and fading techniques to teach the last step first. The biggest benefit of using a backwards chain is that the learner receives the terminal reinforcer (the outcome of the behavior chain) naturally. Backward chaining is the preferred method when teaching skills to individuals with severe delays because they complete the last step and see the direct outcome of the chain immediately rather than having to be prompted through the remaining steps to receive that reinforcement. The teacher begins by prompting the learner through the entire chain, starting with the last behavior. The teacher repeats this until the learner can perform the last step without prompting upon the distinctive stimulus being presented. Once the learner can complete the last step consistently, the second to last step is taught while continuing the prompts for the other steps. The teacher repeats this procedure of teaching the next step while prompting the remaining ones until the learner can perform (or achieve) all the steps without prompting.[2] Applied Behavior Analysis is a popular therapy method used with individuals with autism and related conditions. Those interested in the field often inquire what is chaining in ABA? ABA chaining is a method that therapists use to help children gain proficiency in complex, multi-step directions. Chaining is closely related to task analysis. Once a task analysis is developed, chaining is used to teach each step. The method breaks down the task analysis into specific instructions that link together. These steps enable kids to complete the entire task. These create a behavior chain. Behavior chains are strings of individual behaviors, that when connected together form a terminal behavior. Chaining involves three main approaches:
Read on to learn about each of these approaches and how they can fit into an applied behavior analysis framework. Related resource: Top 20 Online Applied Behavior Analysis Bachelor’s Degree and BCaBA Coursework Programs Total Task Chaining In total task chaining, the child learns the task as a whole. Task analyses are created as chains of activities that lead to the completed task. The behavior analyst or parent walks the child through each step and provides the necessary prompts. As the child attempts the task on their own, the analyst or parent constantly repeats the steps. The analyst or parent tells the child every move to make. They guide the child through the actions. The chain is taught until the child is able to complete all behaviors in the sequence correctly. Throughout the task, the behavior analyst or parent uses praise or supplemental reinforcement. This reassures the child when they complete the correct steps. Total task chaining is the technique used most often to teach functional skills to children with developmental disabilities. The disadvantage of this method is that the supplemental reinforcers at every step need to be diminished as the child acquires the skill. The behavior analyst or parent must provide the strongest reinforcement at the end of the activity. Forward ChainingIn forward chaining, the child learns the behavior in the logically occurring order. Every step of the sequence is taught. The child learns the first step independently. Each phase is reinforced when completed correctly. After the first step is finished with a predetermined standard of accuracy, the student is taught the second step of the series. They receive reinforcement depending on the completion of all the previous steps. When the child can finish the first step successfully, without being prompted, then he or she can start completing the next. Every step builds on the previous to further the reinforcement. Typically, once the first step is successfully completed three consecutive times, the child is taught the next step. A good example of forward chaining is tooth brushing. Creating a task analysis helps a therapist ensure that no parts of the process are overlooked. While a neurotypical child may be ok with directions like, “put the toothpaste on the toothbrush,” creating a task analysis and forward chaining the steps ensures that aspects like taking the lid off or rinsing the toothbrush don’t get missed. Backward ChainingBackward Chaining is defined as the opposite of forward chaining. All behaviors in the analysis of the task are firstly completed by the parent or behavior analyst. The exception is the final behavior in the chain. When the child performs the last behavior in the series at the fixed benchmark level, reinforcement is provided. Next, reinforcement is presented when the last and the next-to-last steps in the series are performed to standard. The series proceeds backward through the chain until all the activities are introduced in reverse order and practiced accumulatively. The child finishes all steps of a task without any reminders, except for the last one. Depending on the activity, The Behavior Exchange shares how backward chaining has a clear advantage as it directly connects the independent finishing point of the task to the immediate reward or reinforcement. After the child can complete the last step successfully, he or she can work on completing the second to last step. Putting It All Together-Chaining in ABAABA is a complex treatment approach that makes a difference in the lives of those with autism and related conditions. Chaining is an instructional strategy in ABA to help individuals learn complex tasks by breaking them down into short, manageable steps. These behavior chains help students master complex behaviors with greater independence. The description of total task chaining, forward chaining, and backward chaining help answer the question of what is chaining in ABA? What are the three types of chaining in ABA?There are three different types of chaining which can be used and they are forward chaining, backward chaining, and total task chaining (not to be confused with a task analysis).
What are the two types of chaining?Summary. Chaining is a behavioral strategy used to teach students with autism complex behaviors by breaking them down into smaller sequential steps. One of two methods, forward chaining and backward chaining, is selected based on the nature of the task or the skill levels of the child.
What is an example of chaining in ABA?Every step builds on the previous to further the reinforcement. Typically, once the first step is successfully completed three consecutive times, the child is taught the next step. A good example of forward chaining is tooth brushing.
What is the difference between a behavior chain and chaining?Chaining refers to a method of teaching a behavior using behavior chains. Behavior chains are sequences of individual behaviors that when linked together form a terminal behavior.
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