The Effect of Chaining Techniques on Dressing Skills of Children with Moderate Mental Retardation: A Single-Subject Design Study

Abstract

Objective. The purpose of this study was to investigate the effects of forward and backward chaining techniques on dressing skills in school-aged children with moderate mental retardation (MR). Method. Six children between the ages of 6 and 10 with a primary diagnosis of moderate MR were randomly assigned to either a forward or a backward chaining group. A single-subject ABA design was used to examine the effects of each intervention technique. Dressing skills were assessed pre- and postintervention using the Self-Care section of the Pediatric Evaluation of Disabilities Inventory (PEDI). Results. The findings showed a significant improvement in the skill of dressing for all participants in both the forward and backward chaining intervention groups. Conclusion. The results suggest that both forward and backward chaining methods can be effectively used to teach children with moderate MR dressing skills. The use of one-on-one interaction, physical and verbal prompts, as well as positive reinforcements may have facilitated the success of these interventions.