Chapter 13 Flashcards
*Briefly describe the training procedure used to teach Steve to perform a consistent pre-putt routine.
First, Steve’s pre-putt routine was task analyzed into seven steps. Next, using total task presentation, Steve practiced his pre-putt routine until all of the steps occurred consistently. Finally, Steve received feedback from a friend during a round of golf, and from his caddy during a tournament, to ensure that his pre-putt routine was consistent.
Describe or define behavioral chain. Give an example other than those in this chapter.
A behavioral chain, also called a stimulus–response 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 reinforcer. In a behavioral chain, each response produces a stimulus that serves as an SD for the next response (and, as will be discussed later, a conditioned reinforcer for the previous response). What Steve acquired in learning to follow a consistent pre-putt routine was a behavioral chain. e first stimulus (SD1) for the entire sequence was the sight of his ball on the putting green as he walked toward it. e response (R1) to that stimulus was “I’m going to focus just on this putt.” is statement was the cue (SD2) to go behind the hole, look back at the ball, and check the slope of the green in order to estimate the speed and path of the putt (R2). e resulting visual stimuli—and perhaps certain internal stimuli we might call “an image of the putt and speed of the ball”—was the cue (SD3) to walk behind the ball and look toward the hole to observe the slope of the green from that angle (R3). In this way, each response produced the cue or stimulus for the next response until the entire chain was completed and Steve experienced the reinforcement of making the putt. e reason for calling this sequence a stimulus–response chain can be seen by writing it out as follows:
SD1 →R1 →SD2 →R2 →SD3 →R3 SD7 →R7 →S+
Why do you suppose a behavioral chain is called a chain?
Three reason for calling this sequence a stimulus–response chain can be seen by writing it out as follows:
SD1 →R1 →SD2 →R2 →SD3 →R3 SD7 →R7 →S+
The stimulus–response connections are the “links” that hold the chain together. As the saying goes, “A chain is only as strong as its weakest link.” Similarly, if any response is so weak that it fails to be evoked by the SD preceding it, the rest of the chain will not occur. e chain will be broken at the point of its weakest link. e only way to repair the chain is to strengthen the weak stimulus–response connection by means of an effective training procedure.
Distinguish between a behavior sequence that is a chain and one that is not a chain.
Many behavior sequences that you perform in everyday life are behavioral chains. Playing a particular song on a musical instrument, brushing your teeth, lacing your shoes, and making a sandwich are all behavioral chains. However, not all behavior sequences are behavioral chains. Studying for an exam, writing an exam, and attending the next class to get a grade represent a sequence of behavior that a college student performs.
Describe an example of a behavior sequence (that is not in this chapter) that is not a chain. Explain why it is not one.
Many behavior sequences that you perform in everyday life are behavioral chains. Playing a particular song on a musical instrument, brushing your teeth, lacing your shoes, and making a sandwich are all behavioral chains. However, not all behavior sequences are behavioral chains. Studying for an exam, writing an exam, and attending the next class to get a grade represent a sequence of behavior that a college student performs. But this general sequence consists of a variety of activities—such as reading, memorizing, writing—with many breaks in the action—such as studying, then sleeping, then going to class. It is not made up of a consistent series of stimuli and responses that occur closely in time and for which each stimulus except the last is an SD for the next response.
Briefly describe the total-task presentation chaining method.
With the total-task presentation (TTP) 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 he/she learns the chain (see Figure 13.1). Prompting is provided at each step as needed, and a reinforcer follows the correct completion of the last step. Using this strategy, Steve learned to follow a consistent pre-putt routine. As another example, Horner and Keilitz (1975) used TTP to teach adolescents with developmental disabilities to brush their teeth.
Briefly describe the backward chaining method.
With the backward chaining (BC) method, the last step is taught first, then the next-to-last step is taught and linked to the last step, then the third-from-last step is taught and linked to the last two steps, and so on, progressing backward toward the beginning of the chain (see Figure 13.1). BC has been used in numerous programs, including teaching various dressing, grooming, work, and verbal behaviors to individuals with developmental disabilities (e.g., Martin, England, & England, 1971). To teach Craig, a boy with a developmental disability, to put on a pair of slacks, for example, the instructor broke down the task into the seven steps illustrated in Figure 13.2. The instructor then conducted a baseline assessment to determine the type of prompt needed for Craig to perform each step correctly.
Briefly describe the forward chaining method.
The forward chaining (FC) method teaches the initial step of the sequence first, then teaches and links together the first and second steps, then the first three steps, and so on until the entire chain is acquired (see Figure 13.1). For example, Mahoney, VanWagenen, and Meyerson (1971) used forward chaining to toilet train typically developing children and other children who were developmentally disabled. e components of the chain included walking to the toilet, lowering the pants, sitting on or standing facing the toilet as appropriate, urinating, and pulling up the pants. Training began with the first step, and a er a step was mastered, the next step was introduced. Each step was reinforced until the next step was introduced.
Describe how each of the three major chaining methods could be used to teach bed making.
Steps for making a bed are as follows:
1) Clear you bed
2) make sure the fitted sheet sits smoothly on top of the mattress, without any creases or wrinkles
3) Put the top sheet on
4) Fold the end of the top sheet tightly under the mattress
5) Lay your blankets, duvet or comforter on top
6) Fluff the pillow and place it on the bed
In total task presentation method, Amy is given ten candies after she masters and performs all the steps (1 through 6) for making a bed.
In backward chaining method, Amy would learn and perform the last step first (step 6 - fluffing the pillow) then she would get reinforced by getting a candy. Amy would learn how to do step 5 (laying the blanket) and link it to the last step before she gets another candy, and so on.
In forward chaining method, step 1 is taught first, then first and second steps are taught and linked together, then first three steps, and so on until the entire steps are acquired. Candies are given when Amy performs previously taught steps with a new step.
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*In a chain, a given stimulus is both an SD and a conditioned reinforcer. How can this be? Explain with an example.
Consider the task analysis for “putting on slacks” shown in Figure 13-1. Using backward chaining, Billy was taught that, with the slacks all the way up and the snap done up, the final step was to do up the zipper, which was followed by reinforcement. Because the “snap done up” was a cue in the presence of which doing up the zipper was reinforced, the snap done up became an SD for that response. However, the “snap done up” also was closely paired with reinforcement and therefore became a conditioned reinforcer. When the preceding response, doing up the snap, was taught, it then led to the conditioned reinforcer of the “snap done up”. In this way, the “snap done up” became a conditioned reinforcer for a preceding response, and an SD for the following response.
Which of the major chaining methods do the authors recommend for teaching persons with developmental disabilities, and for what four reasons?
As another example, Horner and Keilitz (1975) used TTP (Total-Task Presentation) to teach adolescents with developmental disabilities to brush their teeth.
Moreover, Bellamy, Horner, and Inman (1979) suggested that TTP has three practical advantages over the other chaining formats for teaching persons with developmental disabilities. TTP requires the instructor to spend less time in partial assembly or disassembly to prepare the task for training; it focuses on teaching response topography and response sequence simultaneously and, therefore, intuitively should produce results more quickly; and it also appears to maximize the learner’s independence early in training, especially if some steps are already familiar to him or her.
*Why might it be desirable to bring toy-playing behavior under control of natural contingencies as soon as possible?
So that toy play will come under the control of natural reinforcers from the start of training, since, by definition, play should be reinforcing in its own right.
Distinguish among the types of target behavior typically established by shaping, fading, and chaining.
Behavior shaping, fading, and chaining are sometimes called gradual change procedures because each involves progressing gradually through a series of steps to produce a new behavior (shaping), new stimulus control over a behavior (fading), or a new sequence of stimulus–response steps (chaining).
Suppose that you want to teach someone to change a tire on a car. Would you use shaping or chaining? Justify your choice.
Chaining ?
Target behavior - New consistent sequence of stimuli and responses General training environment - Typically involves a structured environment because the stimuli and responses must be sequenced precisely Other procedural considerations - Frequently involves verbal and physical prompts and/or physical guidance combined with fading and/or shaping at some of the steps.
What is meant by the term task analysis? Describe a plausible task analysis appropriate for teaching a 3-year-old child the chain of tying a knot in a shoelace.
The process of breaking down a task into smaller steps or component responses to facilitate training is called a task analysis.
- Go to wear the shoes are kept
- Grab the shoe with laces
- Slip it on
- Grab each lace in your hands
- The first lace, bend into a small bunny ear
- Bend other lace into a small bunny ear
- Cross the bunny ears
- Put one bunny ear around the other going under wear you crossed
- Pull the bunny ear through
- Grab both bunny ears
- Pull on both bunny ears until it feels tight
The steps should be specific, clear stimulus that terminates the end of this particular component. Draw a diagram for them to see what each step looks like (picture prompt)
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