Use of Artificial Intelligence and Expert Systems in Pharmaceutical Applications
Dilip M. Parikh in Handbook of Pharmaceutical Granulation Technology, 2021
Backward chaining is a term used to describe running the rules in a “goal-driven” way, that is, in this technique, there is always a “goal” or “conclusion” to be satisfied and a specific reason why rules are tested and it is by far the most common strategy used in the simple RBSs, and A “goal” is an attribute for which the ES tries to establish a value. In backward chaining, if a piece of information is needed, the program will automatically check all the rules to see if there is a rule that could provide the needed information. The program (inference engine) will then “chain” to this rule before completing the first rule. This new rule may require information that can be found in yet another rule. The program will then again automatically test this new rule. The logic of why the information is needed goes backward through the chain of rules. Backward chaining is much slower than forward chaining since in the latter technique, all of the rules do not have to be fired every time to determine whether the information can be derived.
Non-research evidence
Martin Lipscomb in Exploring Evidence-based Practice, 2015
Ellis (2002) observed that the systematic positivistic approach to clinical decision making in nursing makes use of two cognitive processes: goal-directed processes and rule-out processes. The rule-out processes determine the problem, the cause, and the action to be taken (forward chaining reasoning using inductive and deductive steps) while goal-directed processes involve taking actions to reach a specific goal (working backwards from the desired goal). These can be seen as analogous to the forward and backward chaining decision making pathways used by information scientists in constructing expert systems to mimic human behaviours (Bench-Capon, 1990; Jackson, 1999).
Infection prevention and control
Nicola Neale, Joanne Sale in Developing Practical Nursing Skills, 2022
For some people with learning disabilities, a structured behavioural programme may be necessary to teach effective handwashing. Behavioural approaches are skilled interventions that use reinforcement, prompting and redirecting to help a person to learn new behaviour. The nurse should assess the individual’s comprehension level and adapt a programme to meet the needs of the individual. Sometimes, a backward chaining technique is used, which involves teaching the final stage of the skill first, and then working consecutively backwards. Encouragement and positive reinforcement by nurses are very important.
Backward chaining and speech-output technologies to enhance functional communication skills of children with autism spectrum disorder and developmental disabilities
Published in Augmentative and Alternative Communication, 2019
Reem Muharib, Nouf M. Alzrayer, Charles L. Wood, Ashely P. Voggt
Chaining is a behavior-analytic strategy used to teach complex skills by breaking down these skills into individual responses and teaching them sequentially. One chaining strategy is backward chaining, in which the instructor starts teaching the individual from the last step to the first step of the behavior chain (Cooper, Heron, & Heward, 2007). Several studies have demonstrated positive effects of using backward chaining in teaching self-feeding skills (Rubio, Pichardo, & Borrero, 2018), echoic skills (Tarbox et al., 2009), and writing skills (Moore et al., 2013); however, there is limited empirical evidence supporting the use of backward chaining as a behavior strategy to teach augmented communication. In one of a few studies, King et al. (2014) used backward chaining in addition to other behavior-analytic strategies to teach augmented communication using Proloquo2Go®2 application on an iPad. The results indicated that the behavior intervention package was effective in teaching multistep requesting and the emergence of natural speech production.
Application of motor learning in neurorehabilitation: a framework for health-care professionals
Published in Physiotherapy Theory and Practice, 2020
Melanie Kleynen, Anna Beurskens, Huub Olijve, Jip Kamphuis, Susy Braun
The therapist chooses a calm learning environment with few distracting factors using a bed with adjustable height. The therapist can structure the learning process according to the principle of forward/backward chaining. This means that the patient realizes the first step of the motor task herself (e.g. parking the wheelchair correctly alongside bed). The therapist supports the patient during the subsequent steps (e.g. through manual assistance and demonstrations [more implicit]). Once the patient has mastered the first step independently and safely, she can try to carry out the second step. In this way, the patient is actively involved in the learning process and the therapist can still make sure that the number of errors is limited. In backward chaining, the procedure is followed inversely: the therapist assists in the realization of the first steps and the patient carries out the last step independently. Chaining is a way to structure the learning process and to prevent errors. The principle of chaining is suitable for this type of task because transferring from wheelchair to bed can be clearly divided into sub-steps and has a specific final goal (closed and discrete task).