The behaviour chain interruption strategy (BCIS) is a naturalistic method that provides opportunities to teach communication skills. This approach involves disrupting a sequence of behaviours to create opportunities for requesting (Carter & Grunsell, 2001; Goetz et al., 1985; Hall & Sundberg, 1987; Hunt & Goetz, 1988). Hall and Sundberg (1987) highlighted the potential effectiveness of BCIS, as it can help generate the need or motivation for communication.
When an activity is interrupted (e.g., a locked iPad screen), this gives the child a natural opportunity to make a request.
Teaching Procedure: During an interruption (a locked iPad screen), the child has 5 seconds to respond.
If there is no response, use a least-to-most prompting strategy:
Gesture Prompt: Gesture towards the SGD.
Vocal Prompt: Verbally prompt the child to ask for help.
Partial Physical Prompt: Gently guide the child’s hand towards the SGD.
Full Physical Prompt: Fully assist the child in making the request if needed.
Praise:
Provide enthusiastic praise if the child asks for help independently.
Use neutral praise if prompts are used.
Procedural Modifications (Extra Support)
Provide additional practice and support for children who need extra help.
Procedure: For children who struggle with the initial intervention, provide extra learning opportunities. Include five errorless learning trials before each session where the child practices asking for help without making mistakes.
Praise: Similar to the intervention phase but with increased emphasis on fading prompts and using different levels of praise.
Follow-Up:
Check if the child can still use the SGD independently after some time.
Procedure: Conduct follow-up assessments one month to eight weeks after the intervention. Use the same procedures as in the initial observation, with no prompts given.
Generalisation (Applying Skills in New Situations):
Ensure the child can use the SGD in different devices and situations, not just the one initially taught on.
Procedure: Test the child’s ability to use the SGD in new situations, such as different devices (e.g., an iPod instead of an iPad). Use the same procedures as in the initial observation.
Carnett, A., Bravo, A., & Waddington, H. (2019). Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behaviour chain interruption, and a speech-generating device. International Journal of Developmental Disabilities, 65(2), 98-107. https://doi.org/10.1080/20473869.2017.1412561
Carter, M. and Grunsell, J. 2001. The behavior chain interruption strategy: A review of research and discussion of future directions.
Goetz, L., et al. 1985. Using a behavior chain interruption strategy to teach communication skills to students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 10, 21–30. https://doi.org/10.1177/154079698501000103
Hall, G. and Sundberg, M. L. 1987. Teaching mands by manipulating conditioned establishing operations. The Analysis of Verbal Behavior, 5, 41–53.
Hunt, P. and Goetz, L. 1988. Teaching spontaneous communication in natural settings through interrupted behavior chains. Topics in Language Disorders, 9, 58–71. https://doi.org/10.1097/00011363-198812000- 00006