RBT guideCore RBT Concepts
RBT Chaining: Forward, Backward, and Total Task
Chaining teaches a sequence using a task analysis. Forward, backward, and total-task chains differ in which step you teach first. Implement the written chain; do not mix methods mid-session.
Short answer
Chaining teaches a behavior sequence by linking steps from a task analysis. In a forward chain, the first step is taught to independence, then the next is added. In a backward chain, the last step is taught first so the client completes the sequence and contacts the terminal reinforcer. In total-task chaining, the client is guided through every step each trial, with independence targeted across the chain. Use the method the plan names.
The task analysis decides the steps. The plan decides the chain type.
Chaining teaches a sequence by linking steps. The written task analysis—not a preferred teaching style—decides forward, backward, or total task. Identify which step is supposed to be independent on this trial. Acquisition is the domain map. Shaping builds a new form. Chaining orders steps that are already specified.
A task analysis breaks “washing hands” into turn on water, wet hands, soap, scrub, rinse, dry, and so on—as written. Do not skip a step because it seems obvious.
Three methods, three pictures
Forward: teach step 1 to independence (prompt as planned), then step 1 independently plus step 2, and so on. Early steps are practiced more. The terminal reinforcer may be delayed until later in teaching.
Backward: the technician completes all but the last step, and the client does the last step independently, contacting the natural end (clean hands, open door). Then the last two steps, and so on. The client meets the terminal reinforcer from the start.
Total task: the client is prompted through the entire chain every trial. Independence is targeted on whichever steps the data sheet marks. Useful when the client can already do some steps.
Original teaching sketch: Teaching “put on a coat” backward may start with the client pulling the zipper the last inch after the technician has the coat on. Teaching it forward may start with picking up the coat.
These sketches are original.
Prompting tells you how much help a step gets. It does not rename the chain type.
When forward and backward still swap, use stems that only change which step is independent.
Common fidelity errors
Mixing forward and backward in one session because it “felt stuck.”
Reinforcing a skipped step.
Writing data as “did the chain” when two steps were prompted and the sheet asked for independence on step 3 only.
DTT versus naturalistic can host a chain at a sink or at a table. Structure still follows the analysis.
The what-to-study guide keeps chaining in Domain C.
If chain type is the miss, keep a chaining-only block.
The last step is not morally better. It is just where the natural reinforcer often sits.
Then mix chaining items with shaping items so sequence versus approximation stays clear.
Trust the source
Official sources
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