Chaining Procedures in ABA

Chaining procedures are teaching methods used to help learners acquire complex, multi-step skills. These procedures break down complex behaviors into smaller, manageable steps (a task analysis) and teach these steps in a systematic sequence. As an RBT, you’ll implement chaining procedures to teach daily living skills, academic tasks, vocational skills, and other complex behaviors.

Task Analysis: The Foundation of Chaining

Before implementing any chaining procedure, a task analysis must be developed.

What is a Task Analysis?

A task analysis is a systematic breakdown of a complex skill into smaller, teachable steps that are sequenced in the order needed to complete the task.

Creating a Task Analysis

1. Identify the target skill: Clearly define the complex behavior to be taught
2. Perform the skill yourself: Complete the task while noting each step
3. Break into steps: Divide the task into small, manageable components
4. Sequence the steps: Arrange steps in logical order
5. Validate the analysis: Test the sequence to ensure completeness
6. Adjust for the learner: Modify based on the learner’s abilities

Example Task Analysis: Hand Washing

1. Approach sink
2. Turn on water
3. Wet hands
4. Get soap
5. Rub hands together with soap
6. Rinse hands
7. Turn off water
8. Get paper towel
9. Dry hands
10. Throw away paper towel

Considerations for Task Analysis

• Step size: Steps should be neither too large nor too small
• Learner abilities: Consider motor, cognitive, and sensory capabilities
• Natural breaks: Use logical stopping points in the sequence
• Consistency: Ensure all implementers follow the same steps
• Flexibility: Adjust as needed based on learner performance
• Functional outcome: Focus on practical completion, not perfection

Types of Chaining Procedures

There are three main chaining procedures used in ABA: forward chaining, backward chaining, and total task presentation.

Forward Chaining

Forward chaining teaches steps in sequence from first to last, gradually adding steps as the learner masters earlier ones.

Procedure

1. Teach first step: Provide instruction and prompting for step 1
2. Practice to mastery: Continue until learner performs step 1 independently
3. Add next step: Teach steps 1 and 2 together
4. Practice to mastery: Continue until learner performs steps 1-2 independently
5. Continue adding steps: Sequentially add each step after mastery of previous chain
6. Complete chain: Continue until all steps are performed independently

Example: Teaching Toothbrushing with Forward Chaining

• Session 1: Teach and practice “Get toothbrush” until mastered
• Session 2: Teach “Get toothbrush” + “Get toothpaste” until mastered
• Session 3: Teach “Get toothbrush” + “Get toothpaste” + “Remove cap” until mastered
• Continue: Adding one step at a time until entire sequence is mastered

Advantages of Forward Chaining

• Logical progression: Follows natural sequence of task
• Early success: Learner experiences completion of initial steps
• Clear starting point: Always begins at the same place
• Builds momentum: Success with early steps may motivate continuation
• Natural cues: Each step provides cue for the next step

Limitations of Forward Chaining

• Delayed reinforcement: Functional outcome comes only after all steps are learned
• Motivation challenges: Early steps may not be inherently reinforcing
• Practice imbalance: Initial steps receive more practice than later steps
• Sequence length: May be difficult for very long chains
• Error patterns: Errors in early steps affect practice of later steps

Backward Chaining

Backward chaining teaches steps in reverse sequence, starting with the last step and moving backward, with the instructor completing all previous steps.

Procedure

1. Complete most steps: Instructor performs steps 1 through n-1
2. Teach last step: Learner performs only the final step
3. Practice to mastery: Continue until learner performs final step independently
4. Add previous step: Instructor performs steps 1 through n-2, learner performs last two steps
5. Continue adding steps: Move backward through sequence
6. Complete chain: Continue until learner performs all steps independently

Example: Teaching Shoe Tying with Backward Chaining

• Session 1: Instructor completes all steps except final pull of laces; learner performs only final pull
• Session 2: Instructor completes all steps except tightening and final pull; learner performs these two steps
• Session 3: Instructor completes all steps except crossing second loop, tightening, and final pull; learner performs these three steps
• Continue: Moving backward until learner performs entire sequence

Advantages of Backward Chaining

• Immediate reinforcement: Learner experiences task completion from the beginning
• Clear reinforcement: Final step produces the functional outcome
• Error reduction: Instructor ensures correct setup for learner’s steps
• Motivation enhancement: Success is built into the procedure
• Focus on completion: Emphasizes task completion rather than initiation

Limitations of Backward Chaining

• Preparation time: Instructor must complete initial steps each trial
• Artificial starting point: Doesn’t always follow natural task sequence
• Dependency risk: Learner may become dependent on instructor setup
• Resource intensive: Requires instructor involvement throughout
• Transition challenges: Some tasks are difficult to join midway

Total Task Presentation (Whole Task Training)

Total task presentation teaches all steps in the chain during each teaching session, providing prompts as needed for each step.

Procedure

1. Present entire task: Provide opportunity to complete all steps
2. Prompt as needed: Provide necessary prompts for each step
3. Fade prompts: Systematically reduce prompts across teaching sessions
4. Practice complete sequence: Learner attempts all steps in each session
5. Data collection: Track prompt level needed for each step

Example: Teaching Making a Sandwich with Total Task Presentation

• Each session: Learner attempts all steps from getting bread to putting away ingredients
• Prompting: Instructor provides appropriate prompts for each step as needed
• Data: Record prompt level required for each step
• Progress: Prompts are systematically faded as learner demonstrates increasing independence

Advantages of Total Task Presentation

• Natural context: Teaches skill in its entirety as performed in real life
• Efficient practice: All steps practiced in each session
• Flexible prompting: Different prompt levels can be used for different steps
• Generalization promotion: Skill learned in complete form from beginning
• Time efficiency: May lead to faster acquisition for some learners

Limitations of Total Task Presentation

• Complexity: May be overwhelming for some learners
• Error potential: Higher likelihood of errors across steps
• Prompt dependency: Risk of creating reliance on prompts
• Data complexity: More challenging to track progress
• Consistency challenges: Difficult to maintain consistent implementation

Selecting the Appropriate Chaining Procedure

The choice of chaining procedure depends on several factors:

Learner Characteristics

• Attention span: Can the learner maintain focus for multiple steps?
• Tolerance for prompting: How does the learner respond to various prompts?
• Learning history: What has been effective in the past?
• Motivation patterns: What maintains the learner’s engagement?
• Skill repertoire: What prerequisite skills does the learner have?

Task Characteristics

• Complexity: How many steps are involved?
• Natural reinforcement: Is the outcome inherently reinforcing?
• Safety concerns: Are there risks in certain steps?
• Step interdependence: How connected are the steps?
• Reversibility: Can steps be easily joined at different points?

Practical Considerations

• Time constraints: How much teaching time is available?
• Setting demands: What works in the teaching environment?
• Staff resources: What level of support is available?
• Data collection feasibility: How will progress be tracked?
• Generalization needs: How will the skill transfer to natural settings?

Implementation Guidelines

Preparing for Chaining Procedures

1. Gather materials: Ensure all necessary items are available
2. Arrange environment: Set up the teaching space appropriately
3. Minimize distractions: Create a focused learning environment
4. Review task analysis: Be familiar with all steps
5. Prepare data collection: Have systems ready to track progress

During Teaching Sessions

1. Secure attention: Ensure learner is attending before beginning
2. Provide clear instruction: Use concise, consistent instructions
3. Use appropriate prompts: Select prompts based on learner needs
4. Maintain motivation: Provide reinforcement as specified
5. Collect data: Document performance on each step
6. Be consistent: Follow the task analysis exactly
7. Manage problem behavior: Address any challenging behaviors

Troubleshooting Common Issues

Lack of Progress

Signs:

• No reduction in prompt level over time
• Consistent errors on specific steps
• No increase in independence

Solutions:

• Review task analysis for appropriate step size
• Consider alternative chaining procedure
• Assess prerequisite skills
• Evaluate reinforcement effectiveness
• Modify prompting strategy

Prompt Dependency

Signs:

• Learner waits for prompts before responding
• No initiation without instructor cues
• Prompt level doesn’t fade over time

Solutions:

• Implement prompt delay
• Use less intrusive prompts
• Reinforce independent attempts
• Consider backward chaining if using forward chaining
• Implement differential reinforcement for independence

Motivation Issues

Signs:

• Escape or avoidance behavior
• Decreased responding over session
• Reluctance to engage

Solutions:

• Assess reinforcement value
• Consider backward chaining for immediate success
• Embed preferred activities
• Shorten teaching sessions
• Pair teaching with positive experiences

Data Collection for Chaining Procedures

Effective data collection is essential for monitoring progress and making decisions about chaining procedures.

Types of Data to Collect

1. Step completion: Whether each step was completed correctly
2. Prompt level: Type/intensity of prompt needed for each step
3. Independence percentage: Percentage of steps completed independently
4. Error patterns: Consistent mistakes on specific steps
5. Duration: Time to complete entire chain or individual steps

Data Collection Methods

Task Analysis Data Sheet

A grid with:

• Steps listed vertically
• Sessions/dates horizontally
• Cells for recording prompt levels or correct/incorrect

Prompt Hierarchy Key

Common coding system:

• I = Independent
• G = Gestural prompt
• V = Verbal prompt
• M = Model prompt
• P = Partial physical prompt
• F = Full physical prompt

Calculating Mastery

Common mastery criteria:

• 80-100% of steps completed independently
• 3-5 consecutive sessions at mastery level
• Successful completion across different settings/people

Practice Example

An RBT is teaching a 10-year-old client with autism to make a bed. The client has good motor skills but struggles with sequential memory and becomes frustrated easily when unsuccessful.

Question: Which chaining procedure would be most appropriate for this skill?

Solution: Backward chaining would be most appropriate because:

1. The client struggles with sequential memory, and backward chaining reduces memory demands by having the instructor complete earlier steps
2. The client becomes frustrated easily, and backward chaining ensures success by allowing completion of the task in each session
3. Bed-making has a clear visual outcome (made bed) that serves as natural reinforcement
4. The steps can be easily joined at different points in the sequence
5. The final steps (smoothing covers, arranging pillows) are simpler than earlier steps, making them good starting points

Implementation plan:

• Create task analysis of bed-making (10-12 steps)
• Begin with instructor completing all steps except final step (arranging pillows)
• Once final step is mastered, add previous step (smoothing top cover)
• Continue adding steps in reverse order
• Provide appropriate prompts for steps being taught
• Collect data on independence level for each step
• Reinforce successful completion of the chain

Key Points to Remember

• Chaining procedures teach complex, multi-step skills by breaking them into manageable components
• Task analysis is the foundation of all chaining procedures
• Forward chaining teaches steps in sequence from first to last
• Backward chaining teaches steps in reverse sequence, starting with the last step
• Total task presentation teaches all steps in each session with prompts as needed
• Selection of chaining procedure depends on learner characteristics, task features, and practical considerations
• Consistent implementation and data collection are essential for effective chaining
• The goal of all chaining procedures is independent completion of the entire skill sequence