Applied Behavior Analysis (ABA) therapy uses a range of evidence-based techniques to help children with autism build new skills. One of the most widely used strategies is chaining. As the name suggests, chaining works by linking together small, individual steps into one larger “chain” of behavior, helping a child learn to complete a bigger task from start to finish.
Chaining is used to teach everything from simple self-care routines, like brushing teeth or washing hands, to more complex independent living skills. Below, we break down what chaining in ABA therapy is, how it works, the main techniques BCBAs use, and how you might see it show up in your own child’s therapy plan.
Chaining in ABA is rooted in task analysis, a process where a clinician breaks a larger skill down into smaller, individual steps. Rather than teaching an entire task all at once, each step is taught separately, in sequence, until the individual can complete every part of the chain independently. Task analysis gives your child’s Board Certified Behavior Analyst (BCBA) a clear roadmap for exactly which steps need to be taught, and in what order.
For example, a task analysis for handwashing might break the skill into eight smaller steps:
Once a child masters one step in the sequence, their therapy team moves on to teaching the next. As each new mini-task is linked, or “chained,” to the ones before it, the individual gradually builds toward completing the entire behavior independently.
Before using chaining, your child’s ABA therapy team will complete a task analysis, breaking the target behavior down into small, teachable units like the handwashing example above. From there, your BCBA selects one of three main chaining techniques, forward chaining, backward chaining, or total task chaining, based on your child’s needs, goals, and current skill level.
Forward chaining teaches the steps of a task analysis in the order they naturally occur, starting with the first step. The learner only needs to complete that first step independently to earn reinforcement; the rest of the chain is still completed with support from the therapy team.
Using the handwashing example, a child would first learn to turn on the sink. Every time they do this correctly, they receive reinforcement. Once they’ve mastered turning on the sink consistently, their team moves on to teaching the next step, adjusting the water temperature, and so on until the full chain is complete.
Backward chaining follows the same process as forward chaining, but in reverse. Instruction starts with the final step of the task analysis and works backward toward the first. The therapy team, or a parent, completes every step except the very last one, which the child is taught to finish independently.
In our handwashing example, the therapy team would complete steps one through seven, then prompt the child to dry their hands on their own. Once that final step is mastered, the child learns the next-to-last step, and so on, moving backward through the chain. Because the child always finishes the task themselves, backward chaining can build confidence by giving them a strong sense of accomplishment early on.
Total task chaining asks the learner to attempt every step of the sequence in one go, with reinforcement provided at the end once the whole task is complete. It works best for children who already have some of the underlying skills and don’t need extensive, repeated practice on each individual step.
For instance, if a child can already complete most of the handwashing sequence but struggles with turning on the water and pumping the soap, their therapy team would provide extra support only for those two steps, while letting the child complete the rest of the chain independently.
Chaining and shaping are both ABA techniques used to build new skills, but they work differently. Chaining breaks an existing sequence of steps into a chain and teaches each one individually, while shaping reinforces small improvements toward a single new behavior gradually shaping it into the desired response. In practice, the two techniques are often combined. A therapy team might use shaping to help a child learn an individual step within a chain, then use chaining to link that step together with the rest of the sequence.
Chaining offers several advantages for children with autism. Because each step is taught and reinforced individually, children experience frequent, achievable wins throughout the learning process, which helps build confidence and motivation. Breaking a task into a task analysis also gives BCBAs a clear, data-driven way to track progress, so your child’s team always knows exactly which step to focus on next.
Chaining also supports generalization, the ability to use a skill across different settings and situations. Because each mini-task is practiced and mastered on its own, children are better equipped to apply what they’ve learned at home, at school, or out in the community, not just during a therapy session.
Chaining can be used to teach almost any multi-step skill. Beyond handwashing, some other everyday examples include:
Because chaining breaks a task into small, manageable pieces, it gives children with autism a structured way to build independence, one step at a time.
Chaining is an evidence-based ABA technique that breaks a multi-step task into smaller steps, then teaches each step individually until the learner can complete the full sequence independently.
Forward chaining teaches the steps of a task in order, starting with the first step, while backward chaining starts with the last step and works backward. Both methods use the same task analysis; they simply teach the steps in a different order.
No. Chaining teaches an existing sequence of steps one at a time, while shaping reinforces gradual improvements toward a brand-new behavior. The two techniques are often used together within the same treatment plan.
How long it takes to master a skill through chaining depends on the child, the complexity of the task, and which chaining method is used. Some children pick up a new step within a few sessions, while more complex, multi-step skills can take longer. Your BCBA will track progress data throughout and adjust the plan as needed to keep your child moving forward at a pace that works for them.
Chaining is just one of many evidence-based techniques BlueSprig’s clinicians use to help children with autism build the skills they need for greater independence. Our board-certified clinicians create individualised treatment plans around each child’s specific needs, using techniques like chaining, shaping, and reinforcement across flexible care settings, including centre-based, home, community, and school support.
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Dr. Andi Brennan
Vice President, Clinical Services
Dr. Andi Brennan brings more than two decades of clinical and leadership experience to her role as Vice President of Clinical Services at BlueSprig. With a doctorate in Child and Adolescent Psychology, alongside credentials as a Licensed Marriage and Family Therapist, Board-Certified Behavior Analyst, and Certified Clinical Trauma Professional, she...
