1Application Project 2
Khajayah Little
Institutional Affiliation
March 20, 2023
Dr.Lauren Baldonado
2
Student’s Demographic Information
Mike Quagmire is a 9-year-old Caucasian American boy from Los Angeles, California.
He was born on March 13th. His family is very religious and identifies as Roman Catholics. He
comes from a large family with two parents, two brothers, and three sisters. He has eight uncles,
seven aunts, and fifteen cousins. His maternal grandparents have hypertension, and his paternal
grandfather has Type 2 diabetes. One of his maternal aunts suffers from obesity, and one of his
paternal aunts has been previously treated for cystic fibrosis.
Student’s Learning History
Mike has been attending a public school since kindergarten. Mike attends The City
School located along Obama Blvd a public school. He is currently in fourth grade. He receives
no related services, and his IEP classification is for a specific learning disability in math. He
struggles with reading and math skills and often requires additional support.
Level of Verbal Functioning
Mike’s verbal functioning is at grade level, but his reading and math skills are below
grade level. His IEP goals are to increase his math and reading fluency.
Whether the Student has a Diagnosis or IEP Classification
Mike is not diagnosed, but he has an IEP classification for a specific learning disability in
written expression.
The Behavior or Problem to be Addressed by Chaining (forward/backward/total task
analysis) Tactic
The learning behavior to be addressed by chaining is the development of a task sequence
to complete a complex skill or behavior. In Mike’s case, he needs help understanding the steps
required to complete a math problem or comprehend a reading passage. By breaking down the
3
task into smaller steps and teaching Mike to complete each step in a sequence, he can develop
the necessary skills to complete the overall task.
Description of the Implementation of the Chaining (forward/backward/total task analysis)
Tactic
Chaining is an applied behavior analysis that involves forward, backward, and total task
analysis. The process works by identifying and comprehending the pattern of a task, whereby an
individual then comprehends the merits of completing the task (Slocum & Tiger, 2011). In total
tasks, a person learns the pattern of a task and completes it without delay or hindrances. Chaining
would be implemented by first identifying the task that needs to be broken down (Slocum &
Tiger, 2011). For example, a math problem that involves addition and subtraction could be used
for this purpose. The procedure would involve breaking down the task into smaller steps. The
process would involve identifying the first number, the operator, the second number, and so on.
The teacher or therapist would then model the first step and have Mike complete the remaining
steps. The process would continue until Mike could complete the entire task independently.
To implement backward chaining, the teacher or therapist would initially complete all
steps except for the final one, which Mike would complete. Gradually, he would complete the
second to last step until he could complete the entire task independently. Total task analysis
would involve breaking down the task into smaller steps and teaching all steps at once. This
approach would be appropriate for more straightforward tasks that do not require as many steps
(Slocum & Tiger, 2011). Materials required for chaining include a task analysis chart or visual
aids to help Mike understand the sequence of steps. The teacher or therapist would implement
the chaining procedure.
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Educational and Social Significance; Previous Instructional and Behavioral History of the
Student
Chaining is significant educationally because it can help students like Mike learn
complex skills or behaviors by breaking them down into manageable steps. It is also significant
socially because students who struggle with complex skills can become frustrated or anxious
when they cannot complete them (Lilly, 2020). Chaining can help build confidence and improve
social-emotional well-being. Mike has previously received support in math and reading but has
yet to respond well to previous interventions. Chaining may be more effective for him because it
breaks down complex tasks into smaller, manageable steps that he can understand and complete
(Lilly, 2020). Previous tactics implemented for Mike may have included general classroom
support or remedial reading and math interventions. These approaches may have been ineffective
for Mike because they did not break down the task into smaller, more manageable steps. Mike’s
previous behavioral history has yet to be discovered, but it is important to note that he may
become frustrated or anxious when he struggles to complete tasks. Chaining can alleviate some
of this frustration by breaking down tasks into smaller, more manageable steps.
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References
Slocum, S. K., & Tiger, J. H. (2011). An assessment of the efficiency of and child preference for
forward and backward chaining. Journal of Applied Behavior Analysis, 44(4), 793–805.
https://doi.org/10.1901/jaba.2011.44-793
Lilly, K. (2020). Chaining Techniques: A Systematic Literature Review and Best Practice
Recommendations.
6
Application Project 2 Outline
•
Mike Quagmire is a 9-year-old Caucasian American boy from Los Angeles, California
•
Mike has been attending a public school since kindergarten
•
Mike’s verbal functioning is at grade level, but his reading and math skills are below
grade level
•
The learning behavior to be addressed by chaining is the development of a task sequence
to complete a complex skill or behavior
•
Chaining is an applied behavior analysis that involves forward, backward, and total task
analysis
•
To implement backward chaining, the teacher or therapist would initially complete all
steps except for the final one, which Mike would complete
•
Chaining is significant educationally because it can help students like Mike learn
complex skills or behaviors by breaking them down into manageable steps
1
Application Project 3
Khajayah Little
Saint Elizabeth University
April 3rd 2023
Dr. Lauren Baldonado
2
1. What research literature relates to the Chaining (forward/backward/total task
analysis) tactic and why?
Research literature related to chaining includes studies that have used the technique to teach a
wide range of skills. Evident literature describes utilizing the tactic in self-care, communication,
academic, and vocational skills. The studies contain how the skills are taught or applied using
chaining to individuals with disabilities, learning problems, developmental delays, and intellectual
disabilities. For example, research by Richard & Noell (2018) used backward chaining to teach
children with autism spectrum disorder how to tie their shoes. The research found that most
children taught by the tactic learned the behavior in just one week and retained the attained skills.
Research has also compared the effectiveness of different chaining methods. For example, research
by Moore & Quintero (2018) compared forward and backward chaining. They observed that
participants learned a skill faster and more accurately when using forward chaining than skills
taught with backward chaining. There is also evident literature on using chaining to teach a skill
to children with moderate intellectual disabilities, as identified in Wibowo & Tedjasaputra (2019).
The research literature suggests that chaining is an effective technique for teaching a wide range
of skills to individuals with disabilities and learning problems.
2. What is the behavior addressed by this tactic?
The learning behavior to be addressed by chaining is the development of a task sequence to
complete a complex skill or behavior. In Mike’s case, he needs help understanding the steps
required to complete a math problem or comprehend a reading passage. By breaking down the task
into smaller steps and teaching Mike to complete each step in a sequence, he can develop the
necessary skills to complete the overall task.
3. Describe the student as noted in Application Projects #1 and #2.
3
Mike Quagmire is a 9-year-old Caucasian American boy from Los Angeles, California. He
was born on March 13th. Mike has been attending a public school since kindergarten. Mike attends
The City School located along Obama Blvd a public school. He is currently in fourth grade. He
receives no related services, and his IEP classification is for a specific learning disability in math.
He struggles with reading and math skills and often requires additional support. Mike’s verbal
functioning is at grade level, but his reading and math skills are below grade level. His IEP goals
are to increase his math and reading fluency.
4. Define the target behavior operationally.
The target behavior operationally defined is Mike’s ability to complete a complex skill or
behavior. The behavior or skill will involve solving a math problem or comprehending a reading
passage. It will be broken down into smaller steps, and each step will be completed sequentially.
5. Describe data collection procedures of target behavior.
The data collection procedures for the target behavior would involve collecting data on Mike’s
performance during each session. The data would be collected using a behavior tracking sheet or
a similar data collection tool. During each session, the teacher or therapist would record the number
of steps completed by Mike, the number of prompts required, and the amount of time taken to
complete the task. The data collected would be used to determine Mike’s progress in learning the
task sequence and make any necessary intervention adjustments.
6. Script out long-term (LTO) and short-term objectives (STOS)
Long Term Objectives are as follows:
Mike can independently complete complex math and reading tasks without breaking down the task
into smaller steps or visual aids.
Short-term objectives are as follows:
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•
Mike will be able to identify the first step in completing the task with the help of visual
aid.
•
Mike can complete the first two steps in the task with the help of visual aid.
•
Mike can complete the first three steps in the task with the help of visual aid.
•
Mike can complete the entire task with the help of visual aid.
7. Describe the procedure for the implementation of the tactic.
The implementation of the chaining tactic will involve the following steps:
a. Identify the task to be broken down.
b. Break down the task into smaller steps.
c. Model the first step and have Mike complete the remaining steps.
d. Gradually, have Mike complete more steps until he can complete the entire task independently.
e. Provide positive reinforcement for completing each step and the entire task independently.
Data will be collected by observing and recording Mike’s performance on the task analysis chart
or visual aids.
8. Identify and describe the experimental design.
The experimental design for this intervention is a changing criterion design. The design is
evident where the criterion for success is gradually increased as Mike progresses through the steps
of the task analysis chart or visual aids. This design will allow for the evaluation of the
effectiveness of the intervention over time. It will also facilitate adjustments as needed to optimize
Mike’s learning.
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References
Moore, J. W., & Quintero, L. M. (2018). Comparing forward and backward chaining in teaching
Olympic weightlifting. Journal of Applied Behavior Analysis, 52(1), 50–59.
https://doi.org/10.1002/jaba.517
Richard, P. R., & Noell, G. H. (2018). Teaching children with autism to tie their shoes using
video prompt models and backward chaining. Developmental Neurorehabilitation, 22(8),
509–515. https://doi.org/10.1080/17518423.2018.1518349
Wibowo, S. H., & Tedjasaputra, M. S. (2019). The effectiveness of backward chaining in
improving buttoning skills in a child with moderate intellectual disability and poor vision:
Single-Case Design. Proceedings of the 2nd International Conference on Intervention
and Applied Psychology (ICIAP 2018). https://doi.org/10.2991/iciap-18.2019.11
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