Chapter 11Chaining
Chapter Outline
Examples of Behavioral ChainsAnalyzing Stimulus-Response ChainsTask AnalysisBackward ChainingForward ChainingTotal Task PresentationOther Strategies for Teaching Behavioral Chains
Written Task AnalysisPicture PromptsVideo ModelingSelf-Instruction
How to Use Chaining Procedures1. Determine whether a chaining procedure is most appropriate.2. Develop a task analysis.3. Get a baseline assessment of the learner’s ability.4. Choose the chaining method you will use.5. Implement the chaining procedure.6. Continue reinforcement after the task has been learned
Chapter SummaryKey TermsPractice TestApplicationsMisapplicationsChapter 11, Quiz 1Chapter 11, Quiz 2Chapter 11, Quiz 3
Ideas for Class activities
1. Engage in a simple 3 or 4 step chain of behaviors in front of the class. Have the class write a task analysis of the behavioral chain indicating each SD and response in the chain. Repeat with another chain of behaviors.
2. Engage the students in a role play in which you play the role of trainer and a student plays the role of a learner. Use backward chaining, forward chaining, and total task presentation to teach the chain of behaviors you had just demonstrated in class. Reverse roles and have students play the role of trainer and conduct the procedures in a role play.
Answers to Practice Test Questions
1. A stimulus-response chain, also called a behavioral chain, consists of a number of stimulus-response components that occur together in a sequence. For example, making a telephone call and purchasing a candy bar from a vending machine are both examples of stimulus response chains.
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2. To make a telephone call: (1) In the room with the phone - walk to the telephone, (2) while at the phone - remove the receiver from the unit, (3) with the receiver in you hand - put the receiver to your ear, and (4) with the receiver to your ear - dial the desired telephone number. To get a candy bar from the vending machine: (1) in the room with the vending machine - walk to the vending machine, (2) while in front of the vending machine - take the appropriate amount of change from your pocket, purse, etc., (3) with coins in hand - place the coins in the appropriate slot, (4) once coins are in the slot - push the button which represents your selection, and (5) with the candy bar dropped into the deliver chute - remove the candy bar from the delivery chute.
3. A task analysis is the process of analyzing a behavioral chain by breaking it down into its individual stimulus-response components. It is important to conduct a task analysis because teaching a task to an individual involves discrimination training with each stimulus-response component of the behavioral chain. A detailed task analysis gives you an accurate understanding of each stimulus-response component.
4. The following represents a task analysis of the behavior of pouring water from a pitcher into a glass:1. SD1 - Pitcher of water and glass on table ---> R1 - pick up the pitcher with right hand2. SD2 - Pitcher in right hand, glass on table ---> R2 - pick up glass with left hand3. SD3 - Pitcher in right hand, glass in left hand ---> R3 pour water into glass 4. SD4 - glass full of water in left hand, pitcher in right ---> R4 place pitcher back on table
5. With backward chaining, you use prompting and fading to teach the last behavior in the chain first. Once the last behavior is mastered (the learner exhibits the behavior when the SD is presented without any prompts), you teach the next to last behavior. Once this behavior is mastered and the learner engages in the last two behaviors in the chain without any prompts, the next behavior up the chain is taught. This process continues until the learner can exhibit the whole chain of behaviors when presented with the first SD without any prompts.
6. To use backward chaining for the task identified in question 4, you would place the pitcher in the learner’s right hand and a glass full of water in the left hand (SD4), then prompt (using the least intrusive prompt necessary) the correct response of placing the pitcher on the table (R4), providing praise when the learner has done so. Once the learner starts to execute the response himself you begin to fade the prompt until he completes R4 independently, then back up the chain and teach the third component. To do so, you place the pitcher of water in the learner’s right hand, the empty glass in the right (SD3). From there you prompt the learner to pour the water from the pitcher into the glass (R3), then provide praise. Once the water has been poured (pitcher is in right hand, glass full of water in left = SD4) the learner will place the pitcher on the table (R4) because he has already learned to do so in the presence of SD4. You then gradually fade the prompt used to evoke the behavior of pouring water until the learner completes R3 independently. Once the third and fourth components of the chain have been mastered, begin teaching the second component. Place the pitcher of water in the learner’s right hand, and the empty glass on the table (SD2). Then prompt the learner to pick up the empty glass with his left hand (R2), and praise him for doing so. When pitcher and glass are in hand (SD3), the learner will automatically pour the water into the glass (R3) because that behavior was previously reinforced. You then gradually fade the prompt until the learner consistently picks the empty glass up with his left hand without any prompting. Now that the second, third, and fourth components of the chain have been mastered, it is time to teach the first step in the chain. You place the pitcher of water and empty glass on the table (SD1), then prompt the learner to pick up the pitcher with his right hand (R1), praising him when he does so. At that point SD2 has been presented, and the learner will therefore complete the remainder of the task. Once you fade the prompts, the learner will execute the steps necessary to pour a glass of water whenever he sees the pitcher of water and empty glass on the table and he is thirsty.
7. In forward chaining, you teach the first component, then the second component, and so on, moving from the front of the chain to the end during training.
8. In using forward chaining to teach the task presented in question 4, you would begin by placing the pitcher of water and empty glass on the table (SD1), prompting the correct response of picking up the pitcher with the right hand, then providing a reinforcer, such as praise. You then fade your prompts until the individual is picking up the pitcher with his right hand without any prompts when the pitcher and glass are placed on the table. To train the second component, you place the pitcher and empty glass on the table (SD1) and the learner will pick up the pitcher with his right hand (R1). Because the first response creates SD2 (pitcher in right hand, glass on table), you then prompt the learner to pick up the glass with his left hand (R2), then provide a reinforcer. You fade the
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prompts until the learner is making the second response without any prompts. To train the third response in the chain, place the pitcher of water and empty glass on the table (SD1) and the learner will pick up the pitcher with his right hand, then pick up the glass with his left, thus creating SD3. You then prompt him to pour the water into the glass (R3), and provide a reinforcer after the response. Once again, you fade the prompts until the third response occurs without any prompts when SD3 is present. To train the final response in the chain, place the pitcher of water and empty glass on the table (SD1) and the learner will pick up the pitcher with his right hand, then pick up the glass with his left hand, then pour the water into the glass, thus creating SD4. You then prompt him to place the pitcher back on the table (R4), and provide a reinforcer. Fade the prompts until the final response occurs without any prompts when SD4 is present. At this point the learner can execute the entire behavioral chain when a pitcher of water and empty glass are placed on the table.
9. Forward chaining and backward chaining are alike in the following ways: They are both used to teach a chain of behaviors; before using both procedures you must first conduct a task analysis that breaks the chain down into stimulus-response components; both teach one behavior at a time and chain the behaviors together; and both procedures use prompting and fading to teach each component. Forward chaining and backward chaining are different in the following ways: Forward chaining teaches the first component first whereas backward chaining teaches the last component first; with backward chaining, because you teach the last component first, the learner completes the chain in every learning trial and receives the natural reinforcer in every learning trial. In forward chaining, the learner does not complete the chain in every learning trial and artificial reinforcers are used until the last component of the chain is taught. The natural reinforcer occurs after the last behavior of the chain.
10. In using total task presentation procedures, you use prompting to get the learner to engage in the entire chain of behaviors from start to finish. You use whatever type of prompting strategy is necessary to get the learner to engage in the entire task. Once the learner successfully completes the task with prompts, you then fade the prompts over learning trials until the learner engages in the task without any assistance. A reinforcer is provided each time the learner completes the task, with or without prompts.
11. With graduated guidance, you use hand-over-hand guidance to lead the learner through the task, gradually providing less and less assistance, moving from physical guidance to shadowing to no prompts, as the learner completes the task.
12. To use total task presentation to teach the task described in question 4, you begin by placing the pitcher of water and empty glass on the table (SD1). Next you use physical prompting to guide the learner through the entire chain of behaviors. If you were using graduated guidance to prompt the behavior, you would stand behind the learner, take his right hand in yours, put his right hand around the handle of the pitcher, take his left hand in yours, put his left hand around the empty glass, guide him in pouring the water from the pitcher into the glass, then guide him in placing the pitcher back on the table. The reinforcer in each trial is that the learner has a full glass of water in his hand, which he may drink. Across trials, you provide less physical guidance, then provide shadowing, and finally provide no prompts.
13. Total task presentation differs from backward and forward chaining in the following way: In total task presentation, the learner is prompted through the entire task in each learning trial. In the two chaining procedures, you teach one component of the chain at a time and then chain the components together. Total task presentation is similar to backward and forward chaining in the following ways: They are all used to teach complex tasks or chains of behavior; they all require that you complete a task analysis prior to training; and prompting and fading are used in all three procedures.
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14. To use a written task analysis to get an individual to engage in a complex task, you present the learner with a list of each of the component behaviors in their proper sequence, and the learner uses this list to perform the task correctly. Another name for written task analysis is textual prompt.
15. In using picture prompts, you take pictures of the outcome of each behavior or of someone engaging in each behavior in the task. You then use the pictures to prompt the learner to engage in the behaviors in the proper sequence.
16. In using self-instructions, you teach the learner how to give himself verbal prompts or instructions to engage in the correct sequence of behaviors in the chain. To use this procedure, the learner must be able to remember the self-instructions, say them at the appropriate time, and correctly follow the self-instructions. Another name for self-instructions is self-generated verbal prompts.
17. It would be appropriate to use chaining to teach an individual to engage in a complex task. It would not be appropriate to use chaining to get an individual to engage in a task that he is already capable of completing (procedures for noncompliance would then be warranted).
18. The following guidelines describe the effective use of chaining procedures:(1) Determine whether the problem calls for a behavioral acquisition strategy such as a chaining
procedure or whether the problem is related to noncompliance or oppositional behavior.(2) Develop a task analysis of the chain of behaviors.(3) Get a baseline assessment of the learner’s ability to engage in the behaviors in the task analysis.(4) Choose the chaining method that you will use to teach the complex task.(5) Implement the chaining procedure.(6) Provide intermittent reinforcement after training is completed.
Answers to Applications
1. The task analysis for bed-making might look as follows.SD1 (The presence of an unmade bed--pillow out of place, sheet, blanket, and bed cover pulled halfway down the bed)--------> R1 (put the pillow in place)SD2 (pillow in place)--------> R2 (pull the sheet up over the pillow)SD3 (sheet in place over the pillow)--------> R3 (tuck in the sheet)SD4 (sheet tucked in over the pillow)--------> R4 (pull the blanket up over the sheet)SD5 (blanket over the sheet)--------> R5 (tuck in the blanket)SD6 (blanket tucked in over the sheet) --------> R6 (pull the bed cover up over the blanket)SD7 (bed cover over the blanket) --------> R7 (tuck in the bed cover) --------> reinforcer (the bed is made)
2. First, bring the client to the unmade bed. This is SD1. Prompt the client to put the pillow in place (R1) and provide praise. You will use whatever level of prompting (physical, modeling, gestural, or verbal) is necessary to get the client to engage in the behavior. Repeat this process, and fade the prompt until the client puts the pillow in place without any assistance. Now teach step 2. Present SD1 and, as soon as the client puts the pillow in place (SD2), prompt the client to pull the sheet up over the pillow (R2) and provide praise. Over trials, fade your prompts until the client can pull the sheet up over the pillow without assistance. Now the client will exhibit the first two components of the chain whenever SD1 is presented. Next add step 3. Start by presenting SD1. As soon as the client makes the first two responses and the sheet is up over the pillow (SD3), prompt the client to tuck in the sheet (R3) and provide praise. Repeat this step, and fade prompts until the client tucks in the sheet without any help. Now the client will engage in the first three responses independently when presented with SD1. Next add step 4. Present SD1 and the client will exhibit the first three responses. Prompt the fourth response and provide praise. Fade prompts until R4 occurs independently. Now the client will exhibit the first four responses when SD1 is presented. Continue this process for steps 5-7.
3. (a) To use picture prompts, you take a clear picture of each completed step in the bed-making task analysis. Post the pictures in the correct order on the bulletin board next to the bed. During training, prompt the client to look at each picture and engage in the behavior depicted in the picture. Praise the client for completing each step depicted
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in the pictures. Fade the prompts, until the client is looking at the pictures and engaging in the bed-making behaviors without any assistance. (b) A written task analysis could be used only with clients who can read the textual prompts and follow the instructions. To use textual prompts, you make a list that describes the behaviors in each step of the task analysis. Post the list of behaviors on the bulletin board next to the client's bed. During training, prompt the client to look at the list and do the first behavior, then to look at the list and do the second behavior, and so on until the bed is made. Fade the prompts until the client is reading the list and making the bed without any assistance.
Answers to Misapplications
1. The problem with the use of graduated guidance in this example is that you cannot physically guide a verbal response. Reciting the alphabet is a chain of verbal responses. In addition, the alphabet is too long to teach all at once in the total task presentation method. Therefore, another chaining method would work better. For example, you might break the alphabet down into four strings of letters that could each be taught as a component of the chain. Suppose that the first component is ABCDEFG. You say this string of letters and tell your niece to repeat it. After she can say these letters without your prompt, you add another string of letters. When she says ABCDEFG, you say HIJKLMNOP and she repeats it. Eventually, after you fade the verbal prompt, she can say the two strings of letters together without any assistance. You then repeat this process for the two remaining strings of letters, until she is reciting the entire alphabet.
2. The problem is that the monthly check is a long-delayed consequence that may not maintain his behavior of assembling brakes. Toby should receive more frequent reinforcers for completing his work successfully. At the very minimum, an intermittent schedule of reinforcement involving praise should be administered.
3. For a college student of normal abilities, a forward chaining procedure is generally not necessary. Most likely, Waylon is capable of learning the 20 steps involved in closing and locking up the store through the use of other procedures. For example, the manager may model the steps for him a few times while he describes each step. Or the manager might give him a list of instructions (a written task analysis) to follow. A forward or backward chaining procedure would be used with an individual with more limited abilities.
Answers to Quizzes
Quiz 11. behavioral chain or stimulus-response chain 2. stimulus-response chain 3. SD 4. task analysis 5. last 6. first 7. prompting and fading 8. total task presentation 9. graduated guidance 10. picture prompt
Quiz 21. stimulus, response 2. behavioral chain 3. response 4. conditioned reinforcer 5. observe a competent person engage in the task, ask an expert, perform the task yourself and record each of the component responses 6. backward 7. shadowing 8. written task analysis 9. self-instruction 10. picture prompts
Quiz 31. stimulus, response 2. backward 3. forward 4. total task presentation 5. total task presentation 6. pick up a handle from the box 7. handle in hand, put the handle on the metal rod on the gizmo 8. handle on the metal rod on the gizmo, twist the handle once to tighten it 9. the third (handle on the metal rod on the gizmo) 10. the first (gizmo on conveyor belt in front of Pete with a box of handles on the table)
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Test Questions
1. In behavior modification, a complex behavior made up of a number of component behaviors occurring in a sequence is referred to as a:
a) behavioral chainc) behavioral sequencec) stimulus-response patternd) A and C
ANS: A
2. The individual component behaviors that occur in a behavioral chain are called ____________ components.
a) overlapping b) contingencyc) antecedent d) stimulus-response
ANS: D
3. The outcome of each response in the behavioral chain serves as the ________ for the next response in the chain.
a) promptb) discriminative stimulus c) S-deltad) B and C
ANS: B
4. Which of the following is true concerning a behavioral chain?a) each subsequent response depends on the preceding responseb) the entire stimulus-response chain is under stimulus controlc) each subsequent response is independent of the preceding responsed) A and B
ANS: D
5. In order for the behavioral chain to continue to occur, the last behavior in the chain must be:a) reinforcedb) promptedc) generalizedd) extinguished
ANS: A
6. When using a behavioral chain, a(an) ____________ makes the outcome of the chain more reinforcing.
a) promptb) establishing operationc) larger number of component behaviorsd) discriminative stimulus
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ANS: B
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7. A researcher is going to use a behavioral chaining procedure to teach an individual with developmental disabilities to stuff brochures into envelopes. The researcher first goes through the process of identifying all the individual stimulus-response components in the chain. This process is called:
a) component analysisb) stimulus-response analysisc) task analysisd) behavioral analysis
ANS: C
8. Which of the following is necessary when conducting a task analysis?a) identify all responses necessary to perform the taskb) identify the discriminative stimulus associated with each behaviorc) list the individual component behaviors in the proper sequenced) all of these
ANS: D
9. Which of the following strategies can be used to conduct a task analysis?a) observe a competent individual engage in the task and record each S-R componentb) ask a person who performs the task well to explain all the S-R componentsc) perform the task yourself and record each S-R componentd) all of these
ANS: D
10. Each step in the behavioral chain consists of a:a) discriminative stimulus b) S-delta c) response d) A and C
ANS: D
11. When prompting and fading are systematically applied to each component in the stimulus-response chain in order to teach the entire behavior, it is referred to as a ____________ procedure.
a) chaining b) sequencing c) behaviorald) response
ANS: A
12. Which of the following is NOT a chaining procedure?a) backward chainingb) forward chainingc) total task presentationd) contingency chaining
ANS: D
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13. Andrew just got a new puppy, and his Mom is going to use a chaining procedure to teach Andrew all the steps involved in feeding the puppy. If his Mom teaches him the last behavior in the chain first and then teaches him each previous behavior she would be using:
a) forward chainingb) total task presentationc) backward chainingd) B and C
ANS: C
14. Doug’s Mom is going to teach him how to make his bed. Doug’s Mom conducts a task analysis to identify all the individual components involved in the task, and decides to teach the first behavior in the chain first, and then teach each subsequent behavior. Doug’s Mom is using:
a) forward chainingb) backward chainingc) total task presentationd) graduated guidance
ANS: A
15. When you provide a reinforcer after each response in backward and forward chaining the outcome of that response becomes a:
a) conditioned stimulus for the next response b) S-delta for the next responsec) conditioned reinforcerd) A and C
ANS: C
16. Forward chaining and backward chaining both involve:a) teaching one component of the behavioral chain at a timeb) the use of prompting and fadingc) the use of reinforcers after each response in the chaind) all of these
ANS: D
17. Forward chaining and backward chaining differ in terms of:a) which component is taught firstb) whether the terminal step in the chain is completed on every learning trialc) whether the learner receives the natural reinforcer on every learning triald) all of these
ANS: D
18. A researcher is teaching an adult with developmental disabilities how to stuff brochures into envelopes. The researcher teaches the entire behavioral chain as a single unit, and the individual completes the entire task on every learning trial. Which chaining procedure is the researcher using?
a) backward chainingb) forward chaining
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c) total task presentationd) primary chaining
ANS: C
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19. What type of prompt is most often used with total task presentation?a) verbalb) gesturalc) stimulusd) physical
ANS: D
20. A teacher uses hand-over-hand guidance to teach a child to write his name. As the child begins to successfully complete the task, the teacher provides less and less assistance as she shadows the student’s hand. This type of physical prompting and fading is referred to as:
a) guided complianceb) directed assistancec) graduated guidanced) modeling
ANS: C
21. What needs to be considered before using total task presentation?a) complexity of the taskb) ability of the teacherc) ability of the learnerd) all of these
ANS: D
22. Which of the following is true concerning the similarities between forward and backward chaining and total task presentation?
a) all are used to teach chains of behaviorsb) all require completion of a task analysisc) all involve the use of prompting and fadingd) all of these
ANS: D
23. Mark just got a computer. He follows the step by step written instructions in order to hook his computer up. This is an example of:
a) textual promptsb) forward chainingc) a pictorial task analysisd) A and C
ANS: A
24. A basketball coach uses a series of drawings in order to teach Tommy the proper sequence of behaviors necessary to successfully carry out a play from the play book. This is an example of using:
a) picture promptsb) total task presentationc) forward chainingd) graduated guidance
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ANS: A
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25. Every time Mary uses her DVR to record a television show, she verbally recites each step that she must go through in order to program the DVR. Mary is using:
a) self-generated stimulus promptsb) self-instructionsc) total task presentationd) A and B
ANS: B
26. In which of the following situations would it be inappropriate to use chaining?a) behavioral acquisitionb) an individual is currently not capable of completing a taskc) noncomplianced) A and B
ANS: C
27. Which of the following is a guideline for using chaining?a) choose an appropriate chaining procedureb) develop a task analysisc) use intermittent reinforcement when training is startedd) a and b
ANS: D
28. In the ____________________ method of baseline assessment, the initial discriminative stimulus is presented and the learner’s ability to complete the chain is assessed, and in the ___________________ method the learner’s ability to complete each individual component in the chain is assessed.
a) single-opportunity; multiple-opportunityb) multiple-opportunity; single-opportunityc) primary; secondaryd) first-order; higher-order
ANS: A
29. Graduated guidance is typically used with:a) backward chainingb) forward chainingc) total task presentationd) all of these
ANS: C
30. In which chaining procedure is the behavioral chain completed in every trial?a) backward chainingb) forward chainingc) total task presentationd) all of these
ANS: C
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1. A complex behavior that is made up of many component behaviors that occur together in a sequence is called a(n) _____________.
ANS: stimulus response chain
2. Each behavioral chain consists of a number of individual ___________ components that occur together in a sequence.
ANS: stimulus-response
3. Chaining procedures involve the systematic use of ___________ and ___________ procedures applied to each component in the chain.
ANS: prompting, fading; fading, prompting
4. To use forward chaining, you present the first ___________, ___________ the correct response, and provide a(n) ___________ following the correct behavior.
ANS: SD; prompt; reinforcer
5. What type of prompt is most often used to guide the learner through the chain of behaviors in total task presentation? ___________
ANS: graduated guidance (physical prompt)
6. ___________involves illustrations or photos of the outcome of each behavior in the task.
ANS: Picture prompts
7. To use backward chaining, you present the last ___________, ___________ the correct response, and provide a(n) ___________ following the correct behavior.
ANS: SD; prompt; reinforcer
8. ___________ involve a list of each component behavior in their proper sequence.
ANS: Textual prompts or Written task analysis
9. In the ___________________________ procedure, the learner completes every stimulus-response component of the chain in every learning trial.
ANS: total task presentation
10. _________________________ is a prompting strategy in which physical prompts are faded to shadowing and the shadowing is eventually faded when the learner completes the task independently.
ANS: Graduated guidance
1. T F The occurrence of a component behavior in a behavioral chain depends on the occurrence of the previous component behavior.
ANS: T
2. T F Each response in a behavioral chain creates the stimulus situation that is the discriminative stimulus for the next response.
ANS: T
3. T F In task analysis, the 1st step is to identify the discriminative stimulus associated with each behavior in the chain.
ANS: F
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4. T F It is important to use as many steps in a task analysis as possible.
ANS: F
5. T F Backward chaining procedures are mostly used with individuals who have severe intellectual disabilities.
ANS: T
6. T F The difference between forward chaining and backward chaining is where you begin training.
ANS: T
7. T F Total task presentation teaches one component of the chain at a time.
ANS: F
8. T F Graduated guidance involves verbal and modeling prompts to lead the learner through the task.
ANS: F
9. T F Total task presentation works best for long and complex tasks.
ANS: F
10. T F Behavioral chaining procedures are used to teach an individual to engage in a complex task.
ANS: T
1. What is a task analysis?
ANS: Task analysis is the process of analyzing a behavioral chain by breaking it down into its individual stimulus-response components.
2. List 3 different ways to conduct a task analysis.
ANS: Three ways to conduct a task analysis are to observe a competent person engaging in the task, to ask an expert, a person who performs the task well, and to perform the task yourself and record each of the component responses.
3. You need to train an individual with intellectual disability to fold towels for his new job at the hotel. He will stand at a table with a pile of unfolded towels on his left, pick up a towel, fold it in half twice and place the folded towel on another table to his right.What is the 1st step you would train in a backward chaining procedure? What is the 1st step you would train in a forward chaining procedure?
ANS: In a backward chaining procedure, I would present the person with a towel in his hand and have him place it on the table on his right. In a forward chaining procedure, I would have the person pick up a towel from the table in front of him.
4. Provide an example of how you would use self-instructions to guide your behavior in an everyday situation.
ANS: For preparing a meal, I talk myself through the steps in the recipe.
5. Describe the difference between the single opportunity method and the multiple opportunity method of assessing the mastery level of a learner.
ANS: In the single-opportunity method of baseline assessment, the initial discriminative stimulus is presented and the learner’s ability to complete the chain is assessed, and in the multiple-opportunity method the learner’s ability to complete each individual component in the chain is assessed.
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6. What is a behavioral chain? Provide an example.
ANS: A behavioral chain, also called a stimulus-response chain, consists of a number of stimulus-response components that occur together in a sequence. For example, making a telephone call: To make a telephone call, you walk to the telephone, remove the receiver from the unit, put the receiver to your ear, and dial the desired telephone number.
7. Provide an example of the use of textual prompts and picture prompts.
ANS: To use picture prompts, you take a clear picture of each completed step in the bed making task analysis. Post the pictures in the correct order on the bulletin board next to the bed. During training prompt the client to look at each picture and engage in the behavior depicted in the picture. Praise the client for completing each step depicted in the pictures. Fade the prompts until the client is looking at the pictures and engaging in the bed-making behaviors without assistance. A textual prompt (written task analysis) could be used only with clients who can read the textual prompts and follow the instructions. To use textual prompts, you make a list that describes the behaviors in each of the task analysis. Post the list of behaviors on the bulletin board next to the client’s bed. During training, prompt the client to look at the list and do the first behavior, then to look at the list and do the second behavior, and do so until the bed is made. Fade the prompts until the client is reading the list and making the bed without any assistance.
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