Chaining strategies for teaching sequenced motor tasks to mentally retarded adults

This study arose from a need to determine which of two techniques was the most efficient means for assisting the mentally retarded to achieve optimum independence in functional living skills. Twenty-four educable mentally retarded adults were assigned to two groups and instructed in a sequenced motor assembly task. One group was taught using a forward chaining method and the other, a backward chaining method. Subjects were measured for learning time and retention performance. Results supported the hypothesis that subjects taught using backward chaining required less time to learn the task than those taught using forward chaining. There was no significant difference in retention between the two groups.