What Works for Work - Session Three: Focus on Chaining and Prompting

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* 1. Email address (optional)
We would love to ask you about your experience with What Works for Work in a future survey.
If you have entered this information in a previous evaluation, you do not need to fill this out again.

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* 2. Is the following statement true or false:

Chaining is the best teaching method for all learners and tasks.

True

False

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* 3. Is the following statement true or false:

Some people can learn by chaining “chunks” of a task together, while others will need to have the task broken down into discrete and individualized steps.

True

False

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* 4. Which type of prompt uses pictures to provide information about target skills or behaviors?

A.) Verbal

B.) Gestural

C.) Visual

D.) Model

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* 5. When completing the Task Analysis Protocol form, the coach first needs to:

A.) Observe the student completing the task

B.) Record the steps necessary to complete the targeted task

C.) Determine which types of prompts need to be used

D.) Record level of success for each step in the “baseline” column

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* 6. Which of the following is an example of how a prompt might become a support?

A.) A daily checklist is created for the student to reference

B.) Half of the task is reassigned to a coworker

C.) Small numbered stickers are applied to the copy machine to indicate order of steps

D.) Both A and C

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* 7. Is the following statement true or false:

Least-to-Most prompting is generally used to help a person gain independence after they have already been taught a skill.

True

False

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* 8. In this type of chaining, the learner completes and is reinforced for only the final step in the sequence.

A.) Forward Chaining

B.) Backwards Chaining

C.) Alternate Chaining

D.) Total Task Chaining

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* 9. Which of the following might be considered a prerequisite skill for the purposes of a task analysis?

A.) The learner knows how to locate the correct item by color

B.) The learner knows how to set a timer

C.) The learner knows how to read a simple map

D.) All of the above

What Works for Work - Session Three: Focus on Chaining and Prompting

Question Title

* 1. Email address (optional)We would love to ask you about your experience with What Works for Work in a future survey. If you have entered this information in a previous evaluation, you do not need to fill this out again.

Question Title

* 2. Is the following statement true or false:Chaining is the best teaching method for all learners and tasks.

Question Title

* 3. Is the following statement true or false:Some people can learn by chaining “chunks” of a task together, while others will need to have the task broken down into discrete and individualized steps.

Question Title

* 4. Which type of prompt uses pictures to provide information about target skills or behaviors?

Question Title

* 5. When completing the Task Analysis Protocol form, the coach first needs to:

Question Title

* 6. Which of the following is an example of how a prompt might become a support?

Question Title

* 7. Is the following statement true or false:Least-to-Most prompting is generally used to help a person gain independence after they have already been taught a skill.

Question Title

* 8. In this type of chaining, the learner completes and is reinforced for only the final step in the sequence.

Question Title

* 9. Which of the following might be considered a prerequisite skill for the purposes of a task analysis?

* 1. Email address (optional)
We would love to ask you about your experience with What Works for Work in a future survey.
If you have entered this information in a previous evaluation, you do not need to fill this out again.

* 2. Is the following statement true or false:

Chaining is the best teaching method for all learners and tasks.

* 3. Is the following statement true or false:

Some people can learn by chaining “chunks” of a task together, while others will need to have the task broken down into discrete and individualized steps.

* 7. Is the following statement true or false:

Least-to-Most prompting is generally used to help a person gain independence after they have already been taught a skill.