Professional Documents
Culture Documents
Sequential Tasks
Companion PowerPoint to the Teaching
Sequential Skills DVD and Coachs Manual
Utah Personnel Development Center
Cathy Longstroth Patti Haning Cindy Myers
February 5, 2010 revision
Discrete Trial
Chained Activities
Dressing skills
Leisure skills
Self-Care skills
Classroom and family routines
Adult
Step 1
The Task
Analysis
Step 2
Baseline Data
Step 3
Determine the
Chaining Type
Forward Chain
The Point of Instruction and reward
begins with the FIRST unmastered
step and progresses to the LAST
unmastered step
Examples: Writing first name, saying
full name, counting, learning a poem,
navigating to a site on the computer
Forward Chain
Forward Chain
Examples: Writing first name, saying
full name, counting, navigating to a site
on the computer
Backwards Chain
Point of instruction and reward begins
with the LAST unmastered step in the
chain and progresses to the FIRST
unmastered step.
After the last step is mastered, instruction
begins at the second to last step
The student still does the skill from the
first to last step, but the emphasis of
instruction is on the last step, then last
two steps, then last three steps, etc.
Backwards Chain
Backward Chain
Examples: Zipping zipper, buttoning, putting
on shirt, putting on socks, eating with a
spoon, drinking from cup or glass, drinking
with a straw, tying shoelaces, putting on a
jacket, operating a CD player, moving object
from one container to another, washing and
drying hands, saying telephone number,
putting together a puzzle, counting
backwards
Backwards Chain
Backwards chains are generally preferred
because the end of the routine is always the
same and more clearly signals the
opportunity for the reward.
e.g. After hands are dry, the task is done (and
rewarded)
Response
Pick up the spoon
Scoop the food
Lift the spoon to mouth
Clear food from spoon with lip closure
Instructional Step
Untaught Steps
Mastered Step
Response
Pick up the spoon
Scoop the food
Lift the spoon to mouth
Clear food from spoon with lip closure
Instructional Step
Untaught Steps
Mastered Step
Response
Instructional Step
Untaught Steps
Mastered Step
Response
Turn on the water
Wet hands
Instructional Step
Untaught Steps
Mastered Step
Step 4
Prompts and
Prompt Fading
Amy Peters
Amy Peters
Modeling is when
The student copies the action(s)
of another person performing the
desired behavior
The student must be able to
imitate and
Modeling is usually paired with
other types of prompting
Amy Peters
Manual guidance is
physical prompting from another person
It is most effective when the prompter cues
the learner from behind
Types of manual guidance include
Hand over hand
Forearm and
Shoulder
It can be used in the absence of other
types of prompting and it is the easiest to
fade.
Amy Peters
Amy Peters
Spatial prompting is
Arranging the materials to highlight the
correct response
An example in classroom might be saying to a
student to get out your blue folder and the
blue folder is on top of the other materials
inside of the students desk
Amy Peters
Amy Peters
Amy Peters
Amy Peters
Amy Peters
Fading Prompts by
Using Time Delay
Time Delay is a prompt fading strategy that
involves inserting a delay between giving an cue
and delivering a prompt. To start, there is a 0
second delay. The teacher helps the student
immediately. After the student starts to
understand and perform the response, the
teacher adds a fixed (constant) delay perhaps 4
or 5 seconds- before helping the student. The
teacher may decide to use time delay that gets
progressively longer (progressive time delay).
Staff may wait 3, 4, and then 5 seconds before
providing assistance.
Step 5
Data Collection
and Scheduling
Step 6
Teach the Skill
Reinforcement
Error Correction
Shaping
Reinforcement
Conduct a reinforcement survey
Fade out the reinforcement to verbal praise
and naturally occurring reinforcement
Error Correction
STOP the student as soon as possible
BACKSTEP to last correctly performed
step and provide enough help for success
Provide sufficient HELP for correct performance
of the step that was performed incorrectly (
increase support by one level ) Help from behind if
possible
Avoid verbal prompts - Prompt from behind if possible
Error Correction
Sometimes when we backstep, we need to
replace the cues that are normally there for
the step we are repeating. For example, if a
student is working on the leaving school
routine and drops his backpack, BACKSTEP
and replace the backpack.
If possible and practical, repeat the entire
chain as soon as possible.
Shaping
Making the task easier
Button with large buttons, medium sized, then
small buttons
Use a larger sock when starting putting sock
on program or a larger T-shirt when getting
dressed.
Rewarding attempts that get closer, step by
step, to the end response.
Shaping
Putting It Together
The Lesson Plan/Cover Sheet
Objective: Have a clear and measureable behavioral
objective. Determine what you want the child to be able to
do at the end of instruction. If you are teaching colors,
how will the student use this skill in daily activities. Detail
how the objective is functional and aligns with grade level
core standards.
Putting It Together
The Lesson Plan/Cover Sheet
The purpose of the Lesson Plan /Cover Sheet is to provide
an opportunity for the teacher to think the process
through thoroughly before beginning instruction
Another purpose of this document is to provide enough
information that all staff members will be on the same
page in all aspects of the instruction.
Putting It Together
The Lesson Plan/Cover Sheet
Reinforcement: Use information from reinforcer survey to
establish adequate reinforcement to ensure success on the
task. Consider establishing operations that affect the
power of the reinforcer. For example, if a favorite food is
used, the lack of that food before the delivery of the
reinforcer will increase its reinforcing value.
Schedule of Reinforcement: How much reinforcement will
be given and when.
Putting It Together
The Lesson Plan/Cover Sheet
Program Steps : These are listed on the task analysis/data
sheet.
Error Correction: Explain any exceptions to Stop. Backstep.
Prompt. Also consider increased reinforcement, precorrection/pre-rehearsal or additional practice outside the
chain at another time, branching or further refining the
task analysis, and
Chaining type: Forward, backward, or Total Task
Criteria for Moving to Next Step: How many times should
the student perform the independently before instruction
moves to the next step.
Putting It Together
The Lesson Plan/Cover Sheet
Materials Needed: List any materials that need to be
available before instruction begins.
Prompt Fading Procedure: Determine if you will use a least
to most prompt fading procedure or time delay. If using
time delay be sure to state the prompt that will used when
the time delay is up (controlling prompt). List prompts that
may be used in teaching this skill on the task analysis/data
sheet. Give a higher value to prompts where stronger
guidance is given by the teacher and a lesser value to
those in which the assistance is milder. Independent
performance receives a 0 score.
Putting It Together
The Lesson Plan/Cover Sheet
Instructional / Cue /Discriminative Stimulus: Determine the cue that
signals the beginning of the chain of behaviors. It could be a teacher
cue, time to line up, or the ringing of the recess bell.
Putting It Together
The Lesson Plan/Cover Sheet
Generalization, Response Factors: Think of the variety of responses
that are reasonable for this skill. For example, a student may write
with a pen, pencil, chalk, and marker.
Student Response: Student response for each step as listed on the
Task Analysis/Data Collection sheet.
Step 7
Problem Solving
Aim Line
Extra Practice
Increases success
Reduces the need for assistance
Reduces anxiety
Examples
When working on buttoning, put buttons through
a slit in a tennis ball
When working on going through cafeteria line,
practice typing lunch number on keypad