Although chaining procedures are a major instructional technique used in training severely handicapped learners, very little is known about which of these procedures (i.e., forward and backward chaining and total task presentation) has the most beneficial effect on learning. In this paper studies that have compared these chaining procedures are reviewed along the dimensions of independent variables, dependent variables, subject variables, apparatus variables, design, and method of analysis. In general, results of studies are mixed. Potential explanations of differences are offered. Procedures are then examined to see which of the procedures creates an optimal picture of learning and procedural variation which may effect such learning is investigated. Guidelines for future research and assistance for interpreting the present investigations are offered.
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