The Effectiveness of Backward Chaining in Improving Buttoning Skills in a Child with Moderate Intellectual Disability and Poor Vision: Single-Case Design

Abstract

Children with intellectual disability (ID) and poor vision show limitations in adaptive functioning. This is influenced by their intellectual impairment and poor eye function. They need support to carry out everyday activities. Therefore, mastery of self-help skills is very important for their independence. They require special support to master these skills. Self-help skills consist of many abilities, such as buttoning skills, which is one skill set required for dressing. Buttoning skills comprise a complex behavior chain that consists of a stepped sequence. To master these skills, children must know every step of buttoning in order, then master each step, and do it in sequence. Thus, buttoning can be trained by using a backward chaining technique. This technique breaks down the skills into a chain of simple steps so that children find it easier to master. Children begin training at the final step, which is the easiest step in the chain. They are taught to master all the steps completely. This study evaluated the effectiveness of backward chaining to improve buttoning skills in a child with ID and poor vision. Eight sessions of the intervention were conducted over eight days. Results revealed the backward chaining technique was effective at improving the child's independent buttoning skills.

Tingkatkan Fokus dengan Latihan Buttoning Skills pada Anak Mild Intellectual Disability

“…Anak harus mengetahui setiap langkah secara berurutan untuk bisa menguasainya (Murpratiwi, Ika A. & Tjakrawiralaksana, 2018;Wibowo & Tedjasaputra, 2019).…”

“…Teknik backward chaining diawali dengan melakukan tahapan paling akhir yang merupakan hal termudah dari keseluruhan tahapan. Anak melakukan tahapan satu per satu secara sistematis sampai ke titik awal agar lebih mudah dikuasai (Wibowo & Tedjasaputra, 2019).…”

“…Pemilihan teknik backward chaining digunakan untuk meningkatkan rasa percaya diri anak ketika bisa menguasai tahapan yang paling mudah. Pada akhirnya anak akan menguasai keseluruhan tahap setelah melakukannya satu per satu (Wibowo & Tedjasaputra, 2019) Keterbatasan penelitian ini adalah pelaksanaan tindak lanjut (follow up) tanpa menguji kembali buttoning skills yang telah diajarkan. Peneliti melakukan psikoedukasi kepada orang tua untuk menyampaikan dan memperoleh informasi penting terkait kondisi maupun perkembangan psikologis yang dialami oleh partisipan (Lukens & McFarlane, 2004).…”

Empirically Supported Strategies for Teaching Personal Hygiene Skills to People with Intellectual Disabilities

“…Evidence also supports the use of auditory (delivered via tape recording) and vibratory (delivered via a small wrist-worn device) prompting among adults with severe sensorimotor impairments and intellectual disability (Lancioni et al, 2007), a group often neglected within empirical studies. Chaining procedures, including forward, backward, and total task chaining are also commonly used to teach dressing skills to those with intellectual disabilities and have strong empirical support (Azrin et al, 1976;Batu, 2008;Lee, Muccio, & Osborne, 2009;Nida & Tjakrawiralaksana, 2018;Rayner, 2011;Richard III & Noell, 2019;Wibowo & Tedjasaputra, 2019).…”

The Effects of Backward Chaining and Most-To-Least Prompting on Daily Living Skills of Children with Developmental Disabilities

“…본 연구는 후진형 행동연쇄와 최대-최소 촉구를 적용하였으며 행동간 중다간헐설계(multiple probe design)를 사용하였다 (Horner & Baer, 1978) 이는 후진형 행동연쇄를 통해 발달장애 아동의 행동을 개선하였던 선행연구 결과와 유사하며 (Jerome et al, 2007;Kobylarz et al, 2020;Lee et al, 2009;Moore et al, 2013;Muharib et al, 2019;Rubio et al, 2018;Sewell et al, 1998;Tarbox et al, 2009), 후진형 행동연쇄와 다른 중재를 함께 제공하여 효과를 입증한 연구들과 맥락이 같다 (Edwards et al, 2018;Richard & Noell, 2019;Shrestha et al, 2013;Wibowo & Tedjasaputra, 2019)…”