chaining

1: Description of Strategy  a) Chaining is a method used in applied behavioral analysis to teach students to perform a complex, multiple-step task as a series of mini-tasks where the completion of one step is linked to beginning the next. Behaviors are taught together like links in a chain, each link serves as the prompt for the next, and the development of the chain is called task analysis.  b) This is a generally applicable behavior intervention method. Its focus on teaching each step to a complex behavior individually may be a little rudimentary for older students, but there’s something about the effectiveness of explicit instruction that makes me want to never rule anything out as too basic. I was not surprised to find that this is a popular method for working with students with autism.  c) There are no qualifications required to employ this behavior method, and the above-linked guide was available as one of the top results in a simple Internet search. Much has been written about this method, and there are lots of resources available.  d) The only “cost” associated with this method is that of the time spent in instruction and reinforcement, which is actually quite minimal in comparison to other behavior management methods. The preparation of a behavior chain is not a terribly complicated process, but teachers should be prepared to take it slow, teaching each step of the process individually to ensure that students can do each step, which would be the point of using chaining: the explicit instruction of how to complete each step in a complex behavior.  e) The main risk in using this method is making the individual steps of the task too large or complicated, or trying to teach too many small parts of each step. This mistake will likely result in a lack of progress with your student, and can be easily remedied by breaking your too-large step into smaller pieces.  f) This is a great technique to use for complex behaviors and tasks. Because each discrete step is taught explicitly, and because the steps are linked together (and reinforced), it is a powerful tool in many settings.  g) I can see this strategy used with young or low-functioning students for tasks like tying shoes or for the proper procedure during transitions between tasks in the classroom. Additionally, in the context of a secondary English classroom, I could use chaining to demonstrate the proper way to head papers or how to set a word processor to the proper format settings before typing. Once a chain is taught, a visual schedule can be used as a quick-reference guide to prompt and reinforce the process.  h) The field’s attitude toward this method is so strongly in favor that it seems the effectiveness of chaining is almost taken for granted. It was difficult to find articles discussing its effectiveness, but there was a predominance of articles describing the more effective types of reinforcement when teaching chained actions.  2: Research Study DeQuinzio, J.A., Townsend, D.B., & Poulson, C.L. (2008). The Effects of Forward Chaining and Contingent Social Interaction on the Acquisition of Complex Sharing Responses by Children with Autism. Research in Autism Spectrum Disorders, 2(2), 264-275.  a) The subjects for this study were four children with autism between the ages of 8-10 who attended the Institute for Educational Achievement (IEA). They had all been enrolled at IEA since age 3, and had experience with activity schedules and token motivational systems.  b) This research used a multiple baseline across participants experimental design to measure the acquisition and display of a specific chained behavior.  c) The dependent variable is described as “non-sharing behaviors”  d) Researchers used manual guidance, auditory prompting, and reinforcement to encourage acquisition of a “sharing response chain,” described as a three step chain where the student will pick up a toy, turn to a peer (or researcher) and say “look at this toy,” offer it to the peer (or researcher) and then say “let’s play together.”  e) Baseline and phase 1 of the training trials showed a 0% occurrence of the sharing response chain, but in phase 2, where (something happened), this increased to 100%. Accordingly, the pre-test scored at 0% sharing, post-test scored at 100%. <span style="font-family: 'Times New Roman',Times,serif;">The authors conclude that “children with autism could be taught to engage in complex prosocial behavior using techniques based on the science of applied behavior analysis.” While the chain technique itself is not specifically addressed, it is used as the vector for acquisition of the prosocial behaviors measured in this study, which implies a general acceptance of its widespread effectiveness to teach complex tasks.