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9 Cards in this Set
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- Back
- 3rd side (hint)
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behavioural chain |
complex activity with links that occur in a certain order and usually include motor responses. Each step consists of a discriminative stimulus and a response each response (except the last one) results in a SD for the next R Each SD (except the first one) serves as a reinforcer for the last R.
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Lecture example: brewing coffee, helping the disabled kid, fluffing pillow
Book: turning on computer and opening an application, making coffee for breakfast, washing hair, tying shoes, putting coat, starting car. |
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difference between shaping and chaining |
Shaping: not about you responding to a consequence of a previous action, more towards guidance towards an end behaviour
people often use chaining as a replacement for the behaviour if shaping is not working.
Chaining: focused on doing the response when you see the stimulus, the consequence is a new stimulus and also gives reinforcement, but you don't have to INCREASE what you do to get reinforcement. |
shaping: would be teaching the dog how to get the can on its teeth, teaching kids how to put on a pea-sized amount of toothpaste instead of ALOT of toothpaste, writing numbers in a nicer way.
Chaining: baking a cake, ingredients, then weigh, then mix, then bake, etc. dog training: put paw on hand, then next roll over or whatever, cleaning a room: fluffing a pillow, seeing it fluffed leads you to flatten sheet, later then pull to one side, etc.
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task analysis: |
process of identifying the antecedents and responses and all required sequences that make up a behavioural chain
to identify component processes that are required to perform the chain. |
Three strategies: people can 1) perform the task themselves, paying attention to each action and SD 2) watch someone else do it, pay attention to each action and SD 3) ask someone who is expert in it, to describe component actions and SDs.
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considerations when teaching behavioural chains. |
1) if difficulty with one of the steps, divide the behaviour into 2 or more smaller links 2) steps too simple: combine two or more links. |
book example: replacing cap in tube: requires reaching for the tube, grasping the cap, putting the cap in place, screwing/pressing the cap on. |
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forward chaining |
teaching one link at a time in sequence, beginning with the first step in the behavioural chain. performing the first link leads to reinforcement, after the target person has learnt the first step, he or she must perform it to begin work on the second link. |
grasp sock correctly as a response to Sd1, a prompt and the reinforcer would be given just for that response. 1) grasp sock correctly 2) spread hole with his fingers 3) aim foot correctly 4) put foot in sock. |
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backward chaining |
backward chaining: consists of teaching one link at a time in the reverse sequence, beginning with the last one in the behavioural chain. performing the last link in the chain always leads to reinforcement. |
book example: Men with mental retardation to learn how to get to a website: to learn: 13) single click website of choice, before moving cursor, before click search box, before placing hand back on mouse, before typing search topic of interest. physical guidance will precede the steps they are required to take. |
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total task presentation |
TTP: involves teaching all of the links together as a full sequence rather than teaching the links separately and putting them together. |
book example: TTP to teach Larry toothbrushing: |
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which method is best? |
answer would depend on the ability of the target person and the complexity ( number of links) in the chain. |
hypothesis: forward/backword would be better for teaching people with intellectual disabilities, such as autism or mental retardation, because latter approach involves all tasks, making it more complex. for people with stronger learning abilities, TTP should work the same.
Forward/ backward chaining should work better than ftp for behavioural chains that are very complex. for simple chains, such as those with less than 10 steps, TTP should work as well, or maybe better |
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results found regarding the three methods of chaining |
relevant research: Ash and holding: taught musical keyboard chains to undergraduates with no prior musical training / test memory of the chains a week later. forward chaining the most effective, TTP the least effective.
2nd study: taught college students two different motor chains, each more than 100 links, for one task, those with TTP: made more errors than those with forward/backward chaining. for another task, students with TTP and forward chaining made less errors than those with backward chaining. not very consistent: those with mental disabilities more consistent. these studies should that TTP teach behaviour chains at least as quickly as backward or forward chaining steps. |
tentative conclusion: TTP: often the most effective method, likely to work beset when the target person can already perform many of the links of the chain. however reservations about the conclusion:
1) very severely retarded: show more disruptive behaviour, |
