RBT Task List – Skill Acquisition (C-06)

Having explored the nuances of discrete trials (C-04) and the flexibility of naturalistic teaching (C-05), we now turn our attention to a powerful method for teaching complex behaviors that consist of multiple steps.

Get ready to dive deep into:

C-06: Use Task Analyzed Chaining Procedures

Many everyday skills we take for granted like washing our hands, tying our shoes, making a sandwich, or completing a multi-step job task aren’t single actions.

They’re sequences of smaller actions linked together. Teaching these types of complex skills often requires breaking them down and then teaching the individual components in a specific order.

This is precisely where task analysis and chaining procedures come into play.

Understanding the Building Blocks: Behavior Chains and Task Analysis

A behavior chain is a specific sequence of discrete responses.

What’s fascinating is that each response in the chain produces a stimulus change that does two things at once: it serves as a conditioned reinforcer for the response that just happened, and it acts as a discriminative stimulus (S^D) for the very next response in the chain.

The final response in the chain typically produces a powerful terminal reinforcer (e.g., clean hands after handwashing, perfectly tied shoes, a delicious completed sandwich).

To teach a behavior chain effectively, we first need a roadmap. This roadmap is called a Task Analysis (TA). A task analysis is the process of breaking down a complex skill or series of behaviors into a sequence of smaller, individual, teachable steps.

Once the TA is created (usually by your supervising BCBA), you, as an RBT, will use Chaining Procedures to teach the client to perform these steps in the correct order.

Chaining procedures are the specific methods used to link these individual steps together to form the complete behavior chain.

So, mastering task item C-06 involves your ability to:

• Understand and meticulously follow a pre-written Task Analysis.
• Implement one of the primary chaining procedures (Forward Chaining, Backward Chaining, or Total Task Chaining) as specified in the client’s skill acquisition plan.
• Use appropriate prompting and reinforcement strategies effectively within the chosen chaining procedure.

The Task Analysis (TA): Your Step-by-Step Guide

• Definition: A TA is a detailed list of the individual steps that make up a complex behavior, listed in their correct sequence.
• Creation: The BCBA typically develops the TA by:
  • Observing a competent person perform the task.
  • Performing the task themselves.
  • Consulting with experts or published guides.
• Level of Detail: The TA should be individualized to the learner. Steps that are too large can be overwhelming; steps that are too small can make the chain unnecessarily long and tedious. Crucially, the RBT must follow the TA exactly as written by the supervisor.
• Example of a Simple Task Analysis for “Washing Hands” (abbreviated):
  • Turn on water.
  • Wet hands.
  • Get soap.
  • Rub hands together for 20 seconds (lathering front, back, between fingers).
  • Rinse hands under water.
  • Turn off water.
  • Dry hands with a towel.
• RBT’s Role with the TA: While RBTs don’t usually create the TA (unless specifically trained and asked to assist by the BCBA for a very simple task under close supervision), you must be able to read it, understand each step, and use it as the foundation for data collection and teaching.
  Data sheets for chaining procedures often list each step of the TA.

The Three Main Chaining Procedures You’ll Use

The client’s skill acquisition plan will clearly specify which chaining procedure to implement. Let’s break down the three main types:

Forward Chaining:

• Definition: The behaviors identified in the task analysis are taught in their naturally occurring order. Reinforcement is delivered when the predetermined criterion for the first step in the sequence is achieved.
  Then, reinforcement is delivered for performing the first two steps correctly, then the first three, and so on, until all steps in the chain are performed sequentially.
• How it Works:
  • The RBT typically prompts or completes all steps after the target step(s) being taught.
  • The focus is on mastering Step 1, then Step 1 + Step 2, then Step 1 + Step 2 + Step 3, and so forth.
  • The learner performs the initial trained steps independently, and the RBT (or prompts) completes the remaining steps.
• Example (Handwashing – Forward Chaining):
  • Target: Step 1 (Turn on water). The RBT prompts/guides the client to turn on the water. If correct, the client receives reinforcement. The RBT then completes all other steps (wet hands, soap, etc.) for the client.
  • Next Target: Step 1 + Step 2 (Turn on water, Wet hands). The client independently turns on the water (mastered). The RBT then prompts/guides the client to wet their hands. If correct, reinforcement. The RBT completes the remaining steps.
  • This continues until the entire chain is mastered.
• When to Use: Can be beneficial for learners who have difficulty with longer sequences or for whom learning the initial steps is important for motivation.

Backward Chaining:

• Definition: All behaviors identified in the task analysis are initially completed by the trainer (RBT), except for the final step. The learner is prompted to perform only the last step in the chain.
  When they do so correctly, they receive reinforcement (which is often the natural terminal reinforcer of the completed chain).
  Then, the learner is taught the last two steps, then the last three, and so on, working backward from the end of the chain to the beginning.
• How it Works:
  • The RBT performs all initial steps in the chain.
  • The learner is taught the last step, then the second-to-last and last step, and so on.
  • The learner always experiences the terminal reinforcer upon completion of their part of the chain.
• Example (Handwashing – Backward Chaining):
  • Target: Step 7 (Dry hands). The RBT turns on the water, wets the client’s hands, gets soap, rubs hands, rinses hands, and turns off the water.
    Then, the RBT prompts the client to take the towel and dry their hands. If correct, the client gets reinforcement (e.g., praise, and the natural reinforcer of having clean, dry hands, perhaps followed by moving to a preferred activity).
  • Next Target: Step 6 + Step 7 (Turn off water, Dry hands). The RBT does steps 1-5. Then prompts the client to turn off the water, then dry hands. Reinforcement.
  • This continues until the client performs all steps starting from Step 1.
• When to Use: Often very effective because the learner contacts the terminal reinforcer with every learning trial, which can be highly motivating. Good for learners who might lose motivation if the reinforcer is too far away (as it can be in the early stages of forward chaining).

3. Total Task Chaining (also known as Whole Task Presentation or Concurrent Chaining):

• Definition: A variation where the learner is taught every step of the behavior chain during every learning trial. The RBT provides prompts and assistance for any step the learner cannot yet perform independently. Reinforcement is typically delivered upon completion of the entire chain, or sometimes for completing particularly challenging steps within the chain if specified by the plan.
• How it Works:
  • The learner attempts every step in the TA from beginning to end.
  • The RBT provides prompts (e.g., verbal, gestural, physical) as needed for each step.
  • Prompt fading occurs for each step as the learner becomes more proficient with that step.
• Example (Handwashing – Total Task Chaining):
  • The RBT guides the client through all 7 steps of handwashing.
  • For Step 1 (“Turn on water”): The client does it independently. RBT praises.
  • For Step 2 (“Wet hands”): The client hesitates. RBT gives a gestural prompt (points to hands then water). The client does it.
  • For Step 3 (“Get soap”): The client needs full physical guidance. RBT assists.
  • …and so on for all steps.
  • Reinforcement (e.g., praise, a token, or moving to the next activity) is delivered after the entire chain is completed (or as specified for difficult steps).
• When to Use: Can be effective for learners who can already perform some steps in the chain, have good imitation skills, or for shorter, less complex chains. It allows for practice of every step in every trial.

Your Role as an RBT in Implementing Chaining Procedures

• Follow the Task Analysis Precisely: Each step must be taught exactly as written. No ad-libbing!
• Use Specified Prompting Procedures: The skill acquisition plan will detail what prompts to use for unmastered steps and how to fade them (see C-08).
• Deliver Reinforcement Contingently: Reinforce according to the specific chaining method being used (e.g., after the target step in forward/backward chaining, after the whole chain in total task chaining) (see C-03).
• Collect Data Accurately: Data is usually taken on each step of the TA, often noting the level of prompting needed for each step (e.g., Independent, Gestural Prompt, Physical Prompt, Verbal Prompt).
  • Example Data Sheet Entry for a Step: “Step 3: Get Soap – GP” (Gestural Prompt).
• Fade Prompts Systematically: As the learner shows proficiency with a step, prompts are faded to promote independence.
• Address Problem Behavior: If challenging behavior occurs during the chain, follow the procedures outlined by your supervisor (often related to the function of the behavior).
• Patience and Consistency: Learning complex chains takes time and repetition. Stay consistent!

Chaining in the Real World: Examples

• Forward Chaining for Dressing (Putting on a T-shirt):
  • TA Steps: 1. Pick up shirt. 2. Find neck hole. 3. Put head through neck hole. 4. Put one arm in a sleeve. 5. Put other arm in other sleeve. 6. Pull shirt down.
  • RBT (Maria) & Client (Leo):
    • Maria teaches Leo Step 1 (Pick up shirt). When Leo does this to criterion, Maria reinforces. Maria then does steps 2-6 for Leo.
    • Next, Maria teaches Leo Step 1 + Step 2. Leo does Step 1 independently. Maria prompts Step 2. If correct, reinforcement. Maria does steps 3-6.
• Backward Chaining for Making a Simple Snack (Peanut Butter on Cracker):
  • TA Steps: 1. Get cracker. 2. Get peanut butter. 3. Get knife. 4. Open peanut butter. 5. Scoop peanut butter with knife. 6. Spread on cracker. 7. Eat cracker (terminal reinforcer!).
  • RBT (David) & Client (Anya):
    • David does steps 1-6. He then hands Anya the cracker with peanut butter on it and prompts Step 7 (Eat cracker). Anya eats it – reinforcement!
    • Next, David does steps 1-5. He prompts Anya for Step 6 (Spread on cracker) and then Step 7 (Eat cracker). Reinforcement!
• Total Task Chaining for a Vocational Assembly Task:
  • TA Steps: 1. Pick up envelope. 2. Pick up Brochure A. 3. Insert Brochure A. 4. Pick up Brochure B. 5. Insert Brochure B. 6. Pick up business card. 7. Insert business card. 8. Seal envelope.
  • RBT (Chen) & Client (Sam – adult):
    • Chen has Sam attempt all 8 steps.
    • Sam does Step 1 independently.
    • Sam struggles with Step 2; Chen provides a verbal prompt (“Now Brochure A”).
    • Sam does Step 3 independently.
    • Sam needs a gestural prompt for Step 4.
    • …and so on. Chen provides the least intrusive prompt needed for each step Sam cannot do independently.
    • Praise and a token (part of a token economy) are delivered after Sam successfully seals the envelope (completes the chain).

Key Vocabulary for Task Analysis & Chaining

• Behavior Chain: A sequence of discrete responses where each response produces a stimulus change that is a conditioned reinforcer for that response AND an S^D for the next.
• Task Analysis (TA): The process of breaking a complex skill into smaller, teachable steps. Also refers to the list of steps itself.
• Chaining: The procedure used to teach a behavior chain.
• Forward Chaining: Teaching the chain starting with the first step.
• Backward Chaining: Teaching the chain starting with the last step.
• Total Task Chaining (Whole Task/Concurrent): Teaching all steps in the chain during each trial.
• Step/Component Skill: An individual response in the behavior chain.
• Terminal Reinforcer: The reinforcer delivered at the end of the completed chain.
• Prompting (within a chain): Providing assistance for specific steps.
• Prompt Fading (within a chain): Gradually reducing assistance for specific steps.
• Limited Hold (sometimes used with chains): A specific time limit within which the completed chain must be performed to receive reinforcement. (Less common for RBTs to manage this independently, but they might collect data on it).

Common Mistakes to Avoid with Chaining

• Not Following the TA Exactly: Adding or skipping steps, or teaching them out of order (unless a specific modification is approved by your supervisor).
• Incorrectly Implementing the Specific Chaining Procedure:
  • Forward Chaining: Reinforcing steps that are not yet the target step, or not completing the remaining steps for the learner.
  • Backward Chaining: Not completing the initial steps for the learner, or prompting steps before the currently targeted “last” steps.
  • Total Task: Not allowing the learner to attempt each step, or over-prompting on steps the learner might be able to do with a less intrusive prompt.
• Ineffective Prompting or Failure to Fade Prompts: Using prompts that are too weak or too strong, or keeping prompts in place for too long, leading to prompt dependence for specific steps.
• Inconsistent Reinforcement: Not delivering reinforcement according to the rules of the specific chaining procedure, or using reinforcers that are not potent.
• Data Collection Errors: Incorrectly marking which steps are independent vs. prompted, or getting confused about which step is currently being targeted for mastery in forward/backward chaining.
• Poor Pacing: Moving too slowly through the chain, leading to boredom, or too quickly, not allowing enough processing time.
• Not Breaking the Chain at the Point of Error (if this is the protocol): Some protocols might require stopping the chain and re-presenting the step if an error occurs, rather than prompting through. You must know the specific error correction for your chaining plan.
• Frustration if a Step is Too Difficult: If a single step in the TA proves too hard, report this to your supervisor. The BCBA might need to break that step down further (i.e., revise the TA). RBTs do not revise TAs.

Task analysis and chaining procedures are indispensable tools for teaching individuals complex life skills that lead to greater independence.

Your ability as an RBT to meticulously follow the TA and correctly implement the chosen chaining strategy, along with appropriate prompting and reinforcement, is key to client success in mastering these multi-step behaviors.

This provides a very thorough breakdown of C-06. We’ve detailed task analysis itself and then the three main chaining procedures with examples and common pitfalls.

Next in Section C is C-07: Use Discrimination Training. This is all about teaching learners to respond differently to different stimuli.