Help during task chain teaching should remain available through the person's reliable communication forms. A help request is a functional response, not automatically an error or therapist prompt. The plan should define how the partner responds, which step resumes, how help affects independence scoring, and when safety requires immediate assistance. Families can ask whether speech, AAC, gesture, or another recognizable form is honored without delay.
Define help during task chain teaching
Name the recognizable help responses, partner response window, type of assistance available, and return point. The person may request a model, physical setup, explanation, break, different tool, or full completion. Record what was requested and delivered.
Separate help from prompting
A self-initiated request occurs before an added staff prompt under the written definition. The BACB outline separates chaining and prompting concepts. A staff question such as do you need help can itself prompt a response. Report requested assistance, offered prompts, and partner-completed steps separately.
Keep AAC available
The ASHA AAC portal supports continual access to communication tools and partner support. The Ethics Code addresses understandable communication, client involvement, consent and assent when applicable, risk, and evaluation. Do not require speech or eye contact before honoring a clear help message.
Respond to safety immediately
A planned teaching denominator never delays protection from a hot surface, sharp tool, traffic, medication error, fall risk, or other immediate hazard. Record the safety intervention and determine later whether the opportunity remains valid for learning data.
A practical example
Nolan assembles a desk organizer. Across eight eligible steps, Nolan completes five independently, requests a model twice, and asks the partner to finish one tight fastener. Report 5/8 independent, 2/8 help-with-model, and 1/8 partner completion; the organizer still reaches its chosen outcome.
Questions families can use
Which help forms count? How fast should a partner respond? Does help end the routine? How is it scored? Which safety event overrides the teaching plan?
Sources
- Association for Behavior Analysis International, Basic Principles in Behavior Analysis
- Behavior Analyst Certification Board, BCBA Test Content Outline, 6th edition
- Bancroft and colleagues, A Comparison of Procedural Variations in Teaching Behavior Chains
- Klett and Turan, Teaching Feminine Hygiene Skills to Young Females With Autism Spectrum Disorder and Intellectual Disability
- Behavior Analyst Certification Board, Ethics Code for Behavior Analysts
- American Speech-Language-Hearing Association, Augmentative and Alternative Communication
Finni resources
