Study guide 8

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Dec 6, 2023

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ABA Basic Principles MHS 6701 Study Guide: Module 8.2 Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning. • Chapter 11: Chaining 1. What is a stimulus-response chain? What’s the relationship between response and the stimulus in the next chain. a. Each behavior or response in the chain produces a stimulus change that acts as an SD for the next response in the chain. b. Each response in the next chain occurs because the previous response created the SD that has stimulus control over that response. i. (Miltenberger, 2023, p. 155) 2. In a chaining procedure a link in a chain can be both the SD and _Conditioned reinforcer_ for the response. 3. Provide a novel example of at least four step stimulus-response chain. (Be sure to include each SD and response). Refer to Page 203 of your textbook for example. SD Response SD1: Hunger Goes to kitchen SD2: Grab popcorn bag SD3: Place bag in microwave SD4: Put popcorn in bowl Take plastic wrap off Cook popcorn Eat popcorn (reinforcer)

4. Define task analysis and describe three ways to conduct a task analysis. Note the word “conduct” used in the textbook is not referring to types of chaining procedures. a. The process of analyzing a behavioral chain by breaking it down into its individual stimulus response components. b. Three ways to conduct task analysis: i. Observe a person engage in the task and record each stimulus-response components ii. To ask an individual who performs the task well to explain the components in the task. iii. Develop the task analysis yourself by recording the sequence of each component SDs and responses in the task. c. (Miltenberger, 2023, p. 155) 5. Describe and understand the similarity and differences between forward chaining, backward chaining, and total task presentation. a. Forward chaining- teach the first component, then the second component and so on. You move from the front of the chain to the end. b. Backward chaining- intensive training procedure used typically with learners with limited abilities, you use prompting and fading to teach the last behavior in the chain first. Once mastered the next last behavior is taught and so on. c. Total task presentation- use of prompting to have learners engage in the entire chain of behaviors from start to finish in a single unit.

d. Each teaches a chain of behaviors, involving prompting and fading for components. Backward and forward both teach one behavior whereas total tasks teach the behavior in one single unit. e. Forward and backward teach at different parts of the chain. The natural reinforcer is given in every trial in backwards whereas in forward the natural reinforcer is not given till the last step is taught so artificial reinforcers are used throughout learning. i. (Miltenberger, 2023, pp. 157-160) 6. For each of the ways listed in question 4 to teach a behavior chain, briefly describe when you would choose one method of teaching over another. When presented with a scenario, you should be able to identify the most ideal method of teaching. a. Total task- when the task is not too long or complex, appropriate for learners with capable abilities. b. Forward chaining- if more steps can be completed at the beginning of the chain, appropriate with learners with limited skills. c. Backward chaining- if more steps can be completed at the end of the chain, appropriate with learners with limited skills. i. (Miltenberger, 2023, p. 161) 7. What did the textbook describe to be the type of physical prompting and fading that’s most often used for total task presentation? Provide a description of how this procedure may look if you’re teaching a learner how to make a sandwich. a. Granulated guidance b. Granulated guidance is hand over hand prompting when teaching a skill and fading this guidance or prompting as more independence occurs, the implementer than can use shadowing. c. As I teach Jake to make a sandwich I use hand over hand for each step, as Jake begins to engage in the behavior himself I provide less physical

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