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EXAMPLES OF CHAINING TASKS:

Getting dressed

Brushing your teeth

Solving a math problem

CHAINING
Lacey Oh #16 Working on a school project
WHAT IS IT?
Chained tasks require students to complete
two or more sequential steps that will help
them to complete a larger task. There are WHY USE IT?
three basic types of chaining strategies: This strategy has been proven to
forward chaining, backward chaining, and effectively help students learn
total task chaining. In forward chaining, the how to complete complex tasks in
first step is taught followed by each their correct order. Creating a
succeeding step until the student knows all series of easier steps that build
the steps in the correct order and can perform into a more complex task is an
them independently. Backward chaining is element to behavioral
similar to forward chaining, only used in modification.
reverse. Total task chaining has every step
When the child receives the
being completed during each teaching
reinforcement for the previously
session without interruptions.
completed step, it makes them
more likely to complete the next.
If the child has the confidence to
complete the smaller, easier
tasks, they will also be able to
finish the overall assignment. It
gives the student a positive sense
of achievement.
WHO DOES IT HELP?

The general population of students


in your class!

It mainly benefits kids who have:

- Cognitive disabilities

- Autism

It can also benefit kids who have:

- ADHD

- Learning Disabilities

REFERENCES:
BASIC STEPS IN CHAINING:
Alter, Peter J., Brown, Todd, Lingo, Amy & Wyrick,
Amanda. (2008). Improving Mathematics
Problem Solving Skills for Students With
Challenging Behavior. Council for Exceptional
Children, 3. Retrieved from
http://www/jstor.org/stable/24011932

1. Teach the first step in the chain. Anderson, Angelika, Moore, Dennis W., & Shrestha,
Akriti. (2013). Using Point-Of-View Video
Modeling and Forward Chaining to Teach a
2. When the first step is learned, add the
Functional Self-Help Skill to a Child with
second step. Attach the action with Autism. Springer, 2. Retrieved from
http://www.jstor.org/stable/41969919
the first step.
GVSU. Target: Texas Guide for Effective Teaching,
3. The third step is taught after the child Chaining. (2009).
https://www.gvsu.edu/cms4/asset/64CB422A-
is able to demonstrate the first two ED08-43F0-F795CA9DE364B6BE/chaining.pdf
steps.
Jameson, Matt J, Maughan, Ryan, Utley, Kristen &
Walker, Ryan. (2012). A Comparison of
4. Continue until all of the steps are Embedded Total Task Instruction in Teaching
complete. Behavioral Chains to Massed One-on-One
Instruction for Students with Intelectual
Disabilities. Sage, 36. Retrieved from
5. Check to make sure the child can http://journals.sagepub.com/doi/abs/10.1177/014
complete all the steps in sequence. 5445512440574?journalCode=bmoa

Mancil, Richmond & Maynard, Katrina L. (2007).


(Adapt the order of the steps depending Mathematics Instruction and Behavior
Problems: Making the Connection. Council for
on what type of chaining method you are Exceptional Children, 3. Retrieved from
using. Refer to the What is it? section.) http://www.jstor.org/stable/24011663