C.5 · Behavior Acquisition

Task analysis and chaining

See how a task analysis breaks a routine into observable steps and how different chaining arrangements organize practice. Review the supervisor’s prompting rules and performance criteria for advancing teaching.

Task C.5: Apply task-analyzed chaining procedures

Useful foundations: C.7: Prompting and fading

The rule

A task analysis divides a routine into observable steps; the chaining procedure determines which steps the learner practices and when teaching advances.

Use the supervisor’s step definitions, prompting rules and advancement criterion. Finishing the whole routine with help is different from independently completing the step being taught.

Key terms
Task analysis
An ordered description of the observable steps in a routine.
Chaining
Teaching component responses as a connected sequence.

What to look for

DistinctionLook forHow to decide
Task analysisAn ordered list of component actionsScore the specified steps separately.
Chaining arrangementFirst step, last step or all steps taughtDistinguish forward, backward and total-task teaching.
Advancement criterionRequired performance before adding stepsAdvance when the written criterion is met.

Worked examples

Who practices which step at the starting stage?
ProcedureOpen pouchAdd pencilsAdd eraserClose zip
Forward chainingLearner practicesStaff assistsStaff assistsStaff assists
Backward chainingStaff assistsStaff assistsStaff assistsLearner practices
Total taskLearner attemptsLearner attemptsLearner attemptsLearner attempts

This diagram represents the example plans below. In total-task teaching, staff provide the planned help on any step that needs it. Record the support used for each step.

Forward and backward chaining

Find the step being taught

A packing routine has four steps: open the pouch, put in pencils, put in the eraser, close the zip. In plan A, the learner practices opening the pouch and staff assist with the remaining steps. In plan B, staff complete the first three steps and the learner practices closing the zip.

Relevant facts

  • Plan A starts teaching at the beginning.
  • Plan B starts teaching at the end.

Plan A uses forward chaining; plan B uses backward chaining.

First step first versus final step first

Both plans use the same task analysis. The point where independent practice begins distinguishes the chaining arrangements.

Total task and criterion

Success must match the written threshold

A total-task plan gives the learner an opportunity on every packing step, with help where specified. Its criterion for reducing a prompt is three consecutive sessions with that step completed independently. The learner opens the pouch independently in two consecutive sessions.

Relevant facts

  • Every step is attempted in each routine.
  • The prompt-change criterion requires three sessions.

Continue the current plan until the full criterion is met.

2 consecutive independent sessions < required 3

In total-task teaching, provide the planned prompts on the steps that need them. Record performance on each step and follow the supervisor’s advancement criterion.

What changes the answer?

Keep the four-step routine; change which steps are offered for learner practice.

  • The routine always ends with closing the zip.

Only the final step is initially taught to the learner.

Backward chaining.

Earlier steps are completed with assistance before the taught final step.

The learner attempts every step with planned help as needed.

Total-task teaching.

The whole sequence is practiced each time.

Identify which steps the learner practices and how staff support the rest of the routine.

Remember

  • Task analysis names the steps; chaining organizes their teaching.
  • Let recorded performance and the plan determine advancement.
Sources for this topic

Reviewed 2026-09-30 · C.5 version 3.