How to Select and Implement Chaining Procedures in ABA
When you teach learners everyday skills—brushing teeth, getting dressed, washing hands, preparing a meal—you’re often working with tasks that require multiple steps in a specific order. That’s where chaining procedures come in. Chaining is a fundamental teaching strategy in applied behavior analysis that breaks down complex, multi-step tasks into smaller, manageable steps and systematically teaches them in sequence.
If you’re a BCBA, clinic director, or senior supervisor responsible for designing instruction, understanding which chaining method to use and how to implement it well can mean the difference between a learner gaining real independence and becoming stuck on prompts. This guide walks you through the three main types of chaining, when to use each one, how to measure progress, and the ethical foundations that should guide every decision.
What Chaining Procedures Are
At its core, chaining teaches a multi-step skill by linking individual steps together after analyzing the task. Before you can chain anything, you need a task analysis—a written breakdown of a complex behavior into discrete, observable steps that happen in order.
Think of teaching someone to brush their teeth: the steps might be “pick up toothbrush,” “wet toothbrush,” “apply toothpaste,” “brush upper quadrant,” “brush lower quadrant,” “rinse mouth,” and “put toothbrush away.” Once you’ve written out those steps clearly, chaining gives you a structured way to teach and measure each one.
The power of chaining is that it turns an overwhelming, multi-part task into teachable pieces. Instead of expecting a learner to suddenly do all seven toothbrushing steps independently, you systematically build competence step by step. You collect data on which steps are independent, which need prompting, and which need further instruction.
This approach works across ages, abilities, and settings—from young children learning self-care routines to adolescents mastering job tasks to adults building new life skills.
The Three Main Chaining Methods
There are three primary ways to implement chaining. Your choice depends on your learner’s current skills and what will motivate them most.
Forward Chaining
In forward chaining, you teach the first step in the sequence until the learner does it independently, then add and teach the second step, and so on. The learner starts at the beginning and works through the chain.
This method works best when your learner can initiate a task and the early steps are important to establish. For example, if a learner can already independently pick up a toothbrush but struggles with the rest of the routine, forward chaining lets you build on that existing strength. You’d teach step two (wet the toothbrush) until it’s solid, then add step three, and progress forward from there.
Backward Chaining
Backward chaining reverses the teaching order: you teach the last step first, then work backward. The instructor completes all the earlier steps, and the learner practices only the final step. Once that’s mastered, the learner does the last two steps, and so on.
This method is powerful because the learner always experiences task completion and the natural reinforcement that comes at the end. It’s ideal for learners who get discouraged before finishing or who respond well to experiencing success right away.
A classic example is teaching someone to buckle a seatbelt. If the learner tends to give up partway through, having them practice the final click—the step that actually finishes the task—lets them feel that completion and want to keep trying.
Total-Task Chaining
In total-task chaining, the learner attempts all steps of the chain in each session, with prompts provided as needed. Rather than mastering one step before moving to the next, the learner practices the whole sequence repeatedly while the instructor fades prompts as the learner progresses.
This method works well for learners who can attempt most or all steps with support and who benefit from practicing the entire flow each time. Total-task chaining can feel more natural because the learner is always working on the complete task.
Choosing the Right Method for Your Learner
The choice between forward, backward, and total-task depends on a few key factors.
Forward chaining fits best when your learner has some early skills in place and needs to build the middle and later parts of the sequence.
Backward chaining shines when reinforcement matters most—when the learner needs to contact that natural reward of task completion—or when they get frustrated before finishing.
Total-task chaining is your go-to when the learner can handle attempts at most or all steps (even with heavy prompting) and you want them to practice the whole routine each session rather than one isolated step.
Your choice also reflects how the learner will eventually use the skill. If you’re teaching an employee a job task, total-task chaining often feels more authentic because they’ll need to do the whole task eventually. If you’re building a self-care routine for someone missing early skills, forward chaining gives you a solid foundation. If motivation and experiencing success are your primary concerns, backward chaining delivers that quickly.
Collecting Data on Individual Steps
One of the most common mistakes in chaining is collecting only overall task completion data—”completed” or “not completed.” That tells you almost nothing about which specific steps need help.
Instead, record data at the step level: for each step, note whether the learner performed it independently, needed a prompt (and what kind), or made an error. A simple data sheet might show:
- Step 1: Independent
- Step 2: Verbal prompt needed
- Step 3: Verbal prompt needed
- Step 4: Model needed
- Step 5: Independent
This step-by-step snapshot reveals exactly where your teaching is working and where you need to adjust. Over time, you should see more steps moving from “prompted” to “independent.” More importantly, you’ll catch when something isn’t improving so you can refine your task analysis or prompting strategy.
How Chaining Differs from Shaping and Prompting
It’s easy to confuse chaining with other teaching strategies.
Shaping gradually changes how a behavior looks (its form or intensity), whereas chaining links multiple different responses into a sequence.
Prompting is the temporary help you give to support a response, whereas chaining is the overall structure of teaching a multi-step task.
Think of it this way: when you teach handwashing with chaining, you’re organizing instruction around the sequence of steps. Within each step, you use prompting (maybe a verbal cue to “wet your hands”) and perhaps shaping (gradually refining the hand-washing motion itself). Chaining is the framework; prompting and shaping are tools you use within that framework.
Why This Matters: Independence, Motivation, and Dignity
Teaching multi-step skills well changes lives. Chaining enables people to learn everyday routines that most of us take for granted—dressing, showering, meal preparation, job tasks—and that independence is profoundly valuable. When a learner can do these things without constant adult help, they have more autonomy, privacy, and dignity. They also need less staff time and can participate more fully in home, school, or work life.
But here’s the risk: if your task analysis is vague (steps like “get ready” instead of “pick up toothbrush”), your teaching will be scattered and progress will be slow. If you choose the wrong chaining method, you might accidentally reduce the learner’s motivation—for instance, using forward chaining with someone who gets frustrated before finishing when backward chaining would have let them experience success immediately.
And if you prompt heavily without a clear plan to fade those prompts, you can inadvertently create prompt dependence, where the learner learns to wait for your help instead of trying independently.
The ethical foundation is this: your job is not just to teach a skill, but to teach it in a way that supports the learner’s dignity, respects their autonomy, and moves toward independence. That means choosing the right method, using the least intrusive prompts possible, and always having a plan to fade those prompts based on data.
When to Use Chaining in Real Practice
Chaining is your method of choice whenever the target is a multi-step functional routine with steps that happen in a clear sequence. Toothbrushing, handwashing, dressing, meal preparation, using a microwave safely, completing a homework routine, and job tasks are all classic chaining opportunities.
The steps need to be discrete and observable—you should be able to see and measure each one clearly. If the steps are vague or hard to separate, your task analysis needs more work.
Chaining is not the best fit for single, simple responses. If you’re teaching “raise your hand” or “say hello,” that’s not a chain; it’s a single response that might need shaping or prompting but not chaining. Chaining also requires that your learner has enough attention and ability to follow multi-step instructions (or that you can support them adequately). A learner in severe distress or with profound attention difficulties might need a simpler teaching approach first.
Common Mistakes to Avoid
The most frequent error is skipping or rushing the task analysis. Many instructors jump straight to teaching without clearly writing out each step, or they write steps that are too vague (“wash hands” instead of “wet hands with water,” “apply soap to palms,” “rub hands for 10 seconds,” etc.). Vague steps lead to inconsistent teaching and slow progress.
A second common mistake is using the wrong chaining method for the learner’s skill level. If you choose forward chaining for someone who struggles to initiate but needs to experience success, they may get stuck and discouraged. Conversely, if you choose backward chaining when the early steps are really important to the task, you might miss teaching those foundations.
Over-prompting without a fading plan is another trap. Prompts are temporary scaffolds, not permanent supports. If you’re still physically prompting a step three months in without clear progress toward fading, you’ve likely created dependence. Always start with the least intrusive prompt (a subtle gesture or brief reminder before a physical hand-over-hand prompt), and use data to guide when you fade.
Finally, not collecting step-level data means you’re flying blind. If you only record “task completed: yes/no,” you won’t know which steps are independent, which need more teaching, and where to adjust your task analysis. Step-level data takes a few extra seconds per session and gives you the information you need to make real changes.
Ethical Considerations in Chaining
Chaining often involves teaching personal-care routines—toothbrushing, toileting, dressing—where dignity and privacy matter enormously. Always obtain clear consent from the learner (or their guardian) before teaching these tasks, and explain the goal in simple terms. A young person has a right to know why you’re breaking their morning routine into steps and how long you plan to work on it.
Use the least intrusive prompts first. Before you move someone’s hands physically, try a verbal cue (“time to wet the brush”). Before physical guidance, try a model (“watch me”). Before a full model, try a subtle gesture. This hierarchy protects dignity and teaches the learner to respond to smaller, more natural cues.
When you do use physical prompts (because they’re necessary), always be respectful, explain what you’re doing, and move toward fading as soon as data shows the learner is ready.
Respect cultural and family norms. The steps in a morning routine differ across families and cultures. A task analysis that works for one family might not match another’s practices. Ask families how they do these routines at home and adapt your steps to match, so the learner is practicing the skills as they’ll actually use them.
Prompt fading isn’t just a teaching technique—it’s an ethical obligation. Holding onto prompts longer than needed tells the learner “I don’t think you can do this independently,” which undermines their confidence and autonomy. Use your data to make prompt-fading decisions, celebrate progress, and build toward the independence you and the learner are working toward.
Real-World Examples
Teaching toothbrushing with forward chaining: A child can hold a toothbrush but doesn’t know the sequence of wetting, applying paste, and brushing each quadrant. Using forward chaining, you teach step one (wet the toothbrush) until the child does it independently three sessions in a row. Then you introduce step two (apply toothpaste) and work on both steps together. You continue this way, building the chain step by step. Because the child already has the foundational skill (holding the brush), forward chaining lets you build the sequence naturally.
Teaching seatbelt buckling with backward chaining: An adolescent can clip the seatbelt into the slot but often gives up before reaching that final click. Instead of starting at step one, you have the adolescent practice only the final step—pushing the buckle to fasten—over and over. They always experience completion and the satisfying “click.” Once they’re confident with that final step, they practice the last two steps together, then the last three, working backward until they can do the whole sequence. This method keeps them motivated because every session ends with success.
FAQs: Your Top Questions Answered
What’s the main difference between forward and backward chaining? Forward chaining teaches the first step first and progresses forward; backward chaining teaches the last step first and builds backward. Forward is often better when early skills are missing; backward works well when you want the learner to experience task completion and natural reinforcement right away.
When should I choose total-task over forward or backward? Use total-task when your learner can attempt most or all steps (even with prompts) and you want them practicing the whole sequence each session. It feels more natural for learners who are close to independent.
How detailed should my task analysis be? Steps should be small enough to measure and teach but not so granular they become impractical. For daily routines like toothbrushing or handwashing, aim for 6–12 steps. Each step should be observable and take only a few seconds to perform. If a step takes longer than 10–15 seconds, consider breaking it further.
How do I fade prompts within a chain? Start with the least intrusive prompt (a verbal cue or gesture), use it consistently for a few sessions, then fade to an even subtler prompt (maybe just a look). Let your data guide the pace. Some learners fade quickly; others need more time. The goal is always to move toward independence.
What data should I collect? Track each step: independent (I), prompted (P), or error (E). If you use different prompt levels, note which one (V for verbal, M for model, PP for physical prompt). Over time, you’ll see steps move from P to I, which tells you teaching is working.
Is chaining appropriate for adults? Absolutely. Chaining works across ages. With adults, emphasize autonomy and choice even more—explain why you’re using chaining, involve them in setting goals, and respect their preferences about how and where they practice.
What if a learner refuses to attempt a step? Step back and assess what’s driving the refusal. Is the step too hard? Is the prompt type uncomfortable? Are there better reinforcers? Simplify the step if needed, switch to a less intrusive prompt, or consider a different chaining method. Refusal often signals that something about your approach needs adjustment.
Key Takeaways
Chaining is a structured way to teach multi-step skills by breaking them down into discrete, observable steps and teaching them in sequence. The three main methods—forward, backward, and total-task—each have distinct strengths, and your choice should reflect your learner’s skill level, what motivates them, and which steps they need most help with.
Collect data at the step level so you can see exactly where progress is happening and where you need to refine your teaching. Use the least intrusive prompts and always have a plan to fade them.
Remember that the goal isn’t just to teach a skill; it’s to teach it in a way that builds independence, respects dignity, and supports your learner’s autonomy. When you do chaining well—with a clear task analysis, the right method, good data, and a commitment to fading prompts—you open doors to independence and everyday skills that profoundly improve quality of life.
