1. CHAINING AND SHAPING

2. CHAINING
--- IS A METHOD OF TEACHING A TASK/SKILL INA STEP BY STEP PROCESS.

3. IN ORDER TO KNOW WHAT PARTS OF THE TASK/SKILL MUST BE TAUGHT YOU NEED TO PERFORM A :
TASK ANALYSIS (TA)

4. TASK ANALYSIS
--a process for breaking a skill down into its component steps.
HOW DO YOU PERFORM A TASK ANALYSIS?

5. TO PERFORM A TASK ANALYSIS:
1.Determine the steps involved in the task. How?
a. list steps from memory Cake ex
b. observe the skill being performed-Pt II
c. do the skill yourself and list the steps as you go.-Pt III -slips

6. Task Analysis (cont) 2. Check out your steps. How?
Compare your child’s current skills
against the steps that you have listed
to determine what they are currently
able to do and which steps you will
need to teach.

7. Task Analysis (cont) 3. Think it through. Decide if the steps
you have listed is a reasonable place
to start. If steps are too difficult, may
wish to go back and break into even
smaller steps. Ex # 3

8. HOW TO TEACH THE NEW SKILL
Once you have a list of the steps building toward the skill that you have developed in the task analysis:
1. Begin with the easiest step
2. Once acquired then move to the next
3. Until you are teaching the most difficult last.

9. Three Types of Chaining
1. Forward
2. Backward
3. Global

10. FORWARD CHAINING
FORWARD-reinforce the first step in the task and move thru TA.
--learner does best with sequence and order
--tasks easier at the beginning of the chain
Examples: shoe tying, telephone, some cooking tasks

11. BACKWARD CHAINING
Backward--task where the last step in the TA is the easiest, so you begin there
--you do all the steps for the child except the last one which the child completes.
--learner likes immediate R+ and to see completion
Ex: zippers, making toast, setting table, assembly task

12. GLOBAL CHAINING Global-can start anywhere in the chain
--learner who becomes prompt dependent or motivated to be independent
--task which may have intermittent steps of difficulty
Ex: washing dishes--fill sink(e), put dishes in (e),wash dishes(h), rinse(e), stack(h); tooth brushing.

13. SHAPING

14. SHAPING
----Shaping consist of reinforcing closer and closer approximations to a final desired behavior.
Ex: Riding a bicycle. The various steps are reinforced along the way:(having the bike stay upright, learning to pedal,moving over greater distance, riding without any support)

15. Rules for Shaping
Observe child in the situation. Know what they can already do.
Decide what you would like child to do.
Decide when you will reinforce.
Lengthen time between reinforcement.

16. Types of Performances that Can be Shaped
Duration--increase duration of a behavior.
Ex: amount of time on task
Speed--to increase the speed with which a behavior is performed.
Ex: getting dressed.
Accuracy--puts emphasis on improving or building skills one may have.
Ex:making a bed.