Chaining

What is Chaining?

Who does it work for?

Chaining is an instructional strategy that breaks

a task down into small steps and then teaches
each step within the sequence by itself. There
are two types of chaining: forward and
backward.

Chaining is best used for students with autism

at any age. However, it can practically work for
anyone who has trouble completing complex
tasks because it simplifies the process into an
easy-to-follow set of steps.

Forward chaining teaches a task by starting

from the first step and mastering each step
until the last one is completed and all steps are
mastered.
Backward chaining is almost exactly the same
except it starts from the last step and moves
backward toward the first step.

Benefits:

Tips:

Helps students break down complex tasks into

a series of steps that are easy to follow

Use positive reinforcement to link the chaining

process together

Encourages students to acquire a level of

Provide a visual representation of the routine

Steps
for Implementing Forward Chaining:
such as ladder graphic showing each step of
independence

the routine from top to down

Encourage
thethe
student
to complete
the first step independently and provide assistance if
It is1.easy
to monitor
progress
of a student
necessary
Try to limit verbal prompts to just the first step
regarding
a certain task
so the student does not become prompt
2. When the first step is mastered and the studentdependent,
does not require
assistance,
teaching
instead
try to givebegin
direction
of what
the next step so the student is learning the second
step
and
attaching
it
to
the
first
step.
you want the student to do (the whole task)
and allow them time to figure out the next step
3. Once the first two steps are mastered, move onof
tothe
theprocess
third step and teach it in conjunction
with the previous steps. Complete this process until all steps in the sequence are mastered
Consider
the assistance
pre-requisite skills of the
and the student can demonstrate the entire routine
without
participants and the nature of the target

Steps for Implementing Backward Chaining:

1. Encourage the student to complete the last step independently but provide assistance if
necessary.
2. When the last step is mastered, provide assistance until the student is able to independently
perform the step before the last one.
3. Complete this process of mastering steps until the student has mastered each step down
the ladder of the routine. The student should be able to demonstrate each step of the
routine independently by the end of the chaining process.

References:
Rayner, C. (2011). Teaching students with autism to tie a shoelace knot using video
prompting and backward chaining. Developmental Neurorehabilitation, 14(6), 339-347.
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.
Smith, G. J. (1999). Teaching a long sequence of behavior using whole task training,
forward chaining, and
backward chaining. Perceptual And Motor Skills, 89(3 Pt 1), 951-