Module 4 - Chap. 20: Chaining

Question 1

Definition of a behavior chain

Answer 1

A specific sequence of discrete responses

Each associated with a particular stimulus condition

When components are linked together, they form a chain that produces a terminal outcome

Question 2

Components in Chain Serve Dual Functions

Answer 2

Each response in the chain serves as a conditioned reinforcer for the response that produced it

Each response in the chain serves as a discriminative stimulus for the next response in the chain

Exceptions: the first & last responses in the chain

Question 3

Behavior Chains & Limited Hold

Answer 3

A sequence of behaviors that must be performed correctly & within a specified time to produce reinforcement

Emphasizes both accuracy & proficiency

Question 4

Characteristics of behavior chains

Answer 4

A series of discrete responses

Performance of behavior changes the environment such that it produces conditioned reinforcement for previous response & serves as S^D for next response

Behaviors must occur in sequence & in close temporal succession

Question 5

Rationale for Chaining

Answer 5

Teaches complex skills that allow individuals to function more independently

A way to add new behaviors to an existing behavioral repertoire

Can easily be combined with other procedures (prompting, instruction, reinforcement)

Question 6

Task Analysis

Answer 6

Breaking a complex skill or series of behaviors into smaller, teachable units

The product of a task analysis is a series of sequentially ordered steps

Question 7

Constructing a Task Analysis

Answer 7

Notes:
- Sequence one individual may use to perform skill may not be the same as another individual

• Must be individualized according to
• Age
• Skill level
• Disability
• Prior experience
• Some task analyses have a limited # of steps, but these steps may be broken down into subtasks

Question 8

Constructing a Task Analysis METHODS

Answer 8

Observe a competent individual perform the task

Consult with experts or persons skilled in performing the task

Perform the task yourself

Can refine as you use it, if necessary

Question 9

Assessing Mastery Levels

Answer 9

Single- opportunity method:

• Give cue to begin task
• Record learner performance with + or - for each step
• Assessment stops as soon as a step is performed incorrectly
• Remaining steps are scored with a -

Question 10

Assessing Mastery Levels

MULTIPLE-OPPORTUNITY METHOD

Answer 10

• Give cue to begin task
• Record learner performance with + or - for each step
• If a step is performed incorrectly, the trainer completes that step for the learner
• Learner continues to next step
• Do NOT co-mingle teaching with assessment

Question 11

Single vs Multiple Method

Answer 11

Single

• More conservative
• Gives less information
• Quicker to conduct
• Reduces likelihood of learning taking place during assessment

Multiple

• Takes more time to complete
• Provides trainer with more information
• May make training more efficient by allowing trainer to eliminate instruction on already-learned steps

Question 12

Behavior chaining procedures

Answer 12

Forward chaining:

• Training begins the link with the first behavior in the sequence
• Training only occurs on the steps previously mastered & current step (no training on steps after that)

Advantages = can be used to link smaller chains to larger ones, relatively easy

Question 13

Total-task chaining

Answer 13

Training is provided for every behavior in the sequence during every training session

Trainer assistance (prompting) is provided on every step

Question 14

Backward chaining

Answer 14

Training begins the link with the last behavior in the sequence

Trainer performs all by last step until learner masters last step

Then trainer performs all but last two steps until learner masters last two steps, and so on…

Advantages = natural reinforcement is produced immediately upon the learner’s response; learner contacts these natural contingencies of reinforcement on every learning trial

Question 15

Backward chaining with leap aheads

Answer 15

Follows same procedures as backward chaining, but not every step in the task analysis is trained

Other steps are probed

If some steps are in learner’s repertoire, they are not taught

The learner is still required to perform those steps, however

Question 16

Which procedure to use?

Answer 16

No data to indicate one is more effective than another

Choose total-task chaining if:

• learner knows many of the tasks but needs to learn how to do them in sequence
• has an imitative repertoire
• has moderate to severe disabilities
• task is not long or complex

Question 17

Behavior chain interruption strategy (BCIS)

Answer 17

Chain is interrupted at a predetermined step so that another behavior can be emitted

Interruption may cause some distress
- It momentarily blocks access to reinforcement

This is somewhat desirable because it creates motivation to learn the new behavior in the chain
- As long as it is not so distressful that it causes emotional responding or self-injurious behavior

Question 18

BCIS

Answer 18

Collect baseline data

Direct person to start chain

At predetermined point, restrict learner’s ability to complete next step

Prompt learner to engage in new targeted step

Then allow the individual to proceed with the chain

Question 19

Breaking Inappropriate Chains

Answer 19

Determine initial S^D &
- Substitute an alternative, or extend chain & build in time delays within the chain

Examine potential sources of difficult in the chain

Question 20

Breaking Inappropriate Chains (cont.)

Answer 20

Examining potential sources of difficulty
- Re-examine S^Ds & responses (is the sequence arbitrary? would rearranging sequence help?)

Determine whether similar S^Ds cue different responses
- If so, can the sequence be rearranged to separate the two similar S^Ds?

Question 21

Analyze the job setting to identify relevant & irrelevant S^Ds

Answer 21

Do you need to implement discrimination training so that the learner can discriminate the relevant from irrelevant S^Ds?

Determine whether S^Ds in the job setting differ from training S^Ds
- May need to conduct some training in job setting

Question 22

Identify presence of novel stimuli in the environment

Answer 22

Discrimination training might be necessary to teach the learner to ignore novel, irrelevant stimuli

Question 23

Factors Affecting Performance

Answer 23

Completeness of the task analysis

• More complete, detailed task analyses tend to produce better learning
• Time developing task analyses is well spent
• Be ready/willing to modify it after it is constructed

Length/complexity of chain
- Longer chains take more time to learn

Question 24

Factors affecting performance: Schedule of reinforcement

Answer 24

Must use appropriate schedule

Consider # of responses in chain when determining the schedule

Question 25

Factors affecting performance: Extinction

Answer 25

Responses performed further from the reinforcer may become less likely

This interrupts the S^D relation & can result in withering performance of the chain

Lesson: adjust reinforcement schedule according (use intermittent schedules)

Question 26

Factors affecting performance: Stimulus variation

Answer 26

Introduce all variations of the stimulus items to be encountered later to increase generalization of the chain

Question 27

Factors affecting performance: Response variation

Answer 27

Varied responses may be needed to deal with stimulus variation

This may require some retraining of responses