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An Assessment of the Efficiency of and Child Preference for Forward and Backward Chaining

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Title: An Assessment of the Efficiency of and Child Preference for Forward and Backward Chaining
Language: English
Authors: Slocum, Sarah K., Tiger, Jeffrey H.
Source: Journal of Applied Behavior Analysis. Win 2011 44(4):793-805.
Availability: Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Peer Reviewed: Y
Physical Description: PDF
Page Count: 13
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Descriptors: Comparative Analysis, Teaching Methods, Task Analysis, Learning Processes, Preferences, Mastery Learning, Mental Retardation, Attention Deficit Hyperactivity Disorder, Evaluation Methods, Severe Mental Retardation, Behavior Modification, Experiments, Children
ISSN: 0021-8855
Abstract: Comparative studies of forward and backward chaining have led some to suggest that sensitivity to each teaching procedure may be idiosyncratic across learners and tasks. The purposes of the current study were threefold. First, we assessed differential sensitivity to each chaining procedure within children when presented with multiple learning tasks of similar content but different complexity. Second, we evaluated whether differential sensitivity to a chaining procedure during a brief task predicted differential sensitivity during the teaching of longer tasks. Third, we directly assessed children's preferences for each teaching procedure via a concurrent-chains preference assessment. Learners acquired all target skills introduced under both chaining conditions, but individual children did not consistently learn more efficiently with either procedure. Short-duration tasks were not predictive of performance in tasks of longer duration. Both chaining procedures were preferred over a baseline condition without prompting, but participants did not demonstrate a preference for either procedure. (Contains 2 tables and 2 figures.)
Abstractor: As Provided
Number of References: 25
Entry Date: 2012
Access URL: https://www.jeabjaba.org/jaba/toc/2011/jabaWinter11.php
Accession Number: EJ964433
Database: ERIC
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  Data: Comparative studies of forward and backward chaining have led some to suggest that sensitivity to each teaching procedure may be idiosyncratic across learners and tasks. The purposes of the current study were threefold. First, we assessed differential sensitivity to each chaining procedure within children when presented with multiple learning tasks of similar content but different complexity. Second, we evaluated whether differential sensitivity to a chaining procedure during a brief task predicted differential sensitivity during the teaching of longer tasks. Third, we directly assessed children's preferences for each teaching procedure via a concurrent-chains preference assessment. Learners acquired all target skills introduced under both chaining conditions, but individual children did not consistently learn more efficiently with either procedure. Short-duration tasks were not predictive of performance in tasks of longer duration. Both chaining procedures were preferred over a baseline condition without prompting, but participants did not demonstrate a preference for either procedure. (Contains 2 tables and 2 figures.)
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      – SubjectFull: Task Analysis
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      – SubjectFull: Preferences
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