Chaining – To Stuff Envelopes

Chaining – To Stuff Envelopes

SD1 Envelop and brochure on the desk	R1 Take the envelope
SD2 Envelop in hand and brochure on the desk	R2 Take the brochure
SD3 Envelop and brochure in hand	R3 Insert the brochure into the envelope
SD4 The stuffed envelop in hand	R4 Place the stuffed envelop inside the desk drawer

According to Cooper, Heron, & Heward (2019), the first phase in forward chaining entails conducting a task analysis that identifies every SD and a response within the behaviour chain. One prompt and fades to teach the client the first element in the behaviour chain. Once the client has engaged within the initial response, even without the use of prompts, the therapist teaches the second response, connecting with the initial prompting and fading (Miltenberger, 2015). For instance, if a client needs to learn how to stuff envelopes, they are targeted using prompt fading. As soon as they have learnt to stuff the brochures in the envelopes, they will learn to place them in the drawer. Therefore, in teaching a skill using forward chaining, the client is taught to complete the chain task first and requires independence from the initial step only before reinforcement can be introduced. After finishing the initial step, the second phase of the analysis is required to allow the client to finish both steps one and two before they can earn a reinforcer. The process keeps going forward until, in the end, the client manages to finish the entire chain. Hire our assignment writing services in case your assignment is devastating you.

In addition, during the process, the stimulus dimension is used systematically. For example, suppose the client was learning how to label colours. In that case, the analyst can label the word of that colour, say ‘Blue’ on the colour box and introduce other boxes showing the diminishing words progressively until the client is able to label the colour without the wording on the box.

References

Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis. 3^rd Edition. Pearson UK.

Miltenberger, R. G. (2015). Behaviour Modification: Principles and procedures, 6^th Edition. Boston: Cengage Learning.

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

---

Read the following scenario.
You get to practice! Select a skill that is appropriate for use with chaining, e.g., making a meal, doing laundry, and making a bed. You can pick any skill as long as it is appropriate for use with chaining.

Develop a task analysis for the skill you selected by performing the skill yourself. Your task analysis must include the stimulus-response components, not just the responses. Share your task analysis with your classmates.

Then, describe how you would use one of the chaining procedures to teach the skill to a client; include prompting and transfer of stimulus control in your description.