Chapter 11- Unit 3

Question 1

4. Give an example if a behaviour sequence (that ya hit in be chapter) that is not a chain, and explain why it is not one.

Answer 1

A behavioural sequence that is a chain is a consistent sequence of stimuli and responses that occur closely to each other in time and in which the last response is typically followed by a reinforcement. In contrast, a behavioural sequence that is not a chain finishes of a variety of activities (reading, memorizing, writing etc) with many breaks in the action (studying then sleeping then going to class etc)x if is not made up of a consistent series of stimuli and response that occur closely in time and for which each stimulus is an SD for the next responsez

Question 2

6. Briefly describe the total task presentation chaining method.

Answer 2

With the tidal task presentation method an individual attempts all of the steps from the beginning to the end of the chain on each trial and continues with total task trials until that person learns that chain. Promoting is Provided at each step as needed, and a reinforcer follows the correct completion of the last step.

Question 3

7. Briefly describe the backward chaining method.

Answer 3

With backward chaining method, the last step is taught first, then the next to last step is taught linked to the last step, then the third from last step is taught and linked to the last 2 steps and so in, progressing backwards toward the beginning of the chain. It gradually constructs the chain in a reverse order from that in which the chain is performed.

Question 4

8. Briefly describe the forward chain method.

Answer 4

The forward- chaining method reaches the initial step of the sequence first, then teaches and links together the 1st and second steps, then the first three steps. And so on until the entire chain is acquired.

Question 5

9. Describe how each of the three Major chaining methods could be used to tech bed making.

Answer 5

Steps for making a bed are as follows:
1. Clear your bed
2. Make sure the fitted sheet sits smoothly on top of the mattress without any crease or wrinkles
3. Our the top sheet in
4. Dole the end of the top sheet tightly under be mattress
5. Lady your blankets, duvet or comfotor on top
6. Fluff the willow and place it in the bed
In total task presentation method, Amy is given ten candies after she masters and performs all the steps (1 though 6) for making a bed. In backward chaining method, Any would learn and perform the last step 1st then she would get reinforced by getting a candy. Any would learn how to do step 5 and kink it to the last step before she gets another candy and so on. I’m forward chain method. Step 1 is taught 1st then first three steps and so on until the entire steps are acquired. Candies are given when Any performers preciously taught steps with a new step.

Question 6

12. Distinguish among he types if target behaviour typically established by shaping, fading and chaining.

Answer 6

Target behaviour: shaping
- new behaviour akin some physical dimension such as topography, amount or intensity
Target behaviour: Fading
- new stimulus control of a particular behaviour
Target behaviour: chaining new consistent sequence of stimuli and reposes

Question 7

14. What is meant by the term task analysis? Describe a plausible task analysis appropriate for teaching a 3 year old child the chain of thing a knot in a shoelace.

Answer 7

The process of down a task into smaller steps or component responses to facilitate training is called a task analysis. When teaching a child to tie a shoelace the steps can be broken down into:
1. Pick up right Lace wit right hand
2. Pick up left mace with left hand
3. Crisis laces to make an x
4. Fold lace on right side through hole using right hand
5. Pull both laces tight
6, make a loop with the right lace, punch with thump and index finger (hold it)
7. Make a loop with left lace, pinch with thumb and index finger (hold it)
8. Cross laces to make an X
9. Fold lace in the right though the hole using the right hand
10. Pull both laces right

Question 8

15. Briefly describe three strategies to help individuals use prompts independently to fu de the mastery of a chain behaviours.

Answer 8

• for learners able to read, a written task analysis night effectively prompt them to appropriately complete behaviour chains
• if the learners are unable to read, a series of picture prompts might fuse them
• reciting self instructions