consultation relationship and Thomas Kratochwill developed a training program based on teaching Bergan's skills. A similar approach was used for the development of microskills training for counselors. Ivey would later call this "behaviorist" phase a very productive one and the skills-based approach came to dominate counselor training during 1970–90. Task analysis was also used in determining the skills needed to access a career. In education, Englemann (1968) used task analysis as part of the methods to design the Direct Instruction curriculum. Chaining The skill to be learned is broken down into small units for easy learning. For example, a person learning to brush teeth independently may start with learning to unscrew the toothpaste cap. Once they have learned this, the next step may be squeezing the tube, etc. For problem behavior, chains can also be analyzed and the chain can be disrupted to prevent the problem behavior. Some behavior therapies, such as dialectical behavior therapy, make extensive use of behavior chain analysis, but is not philosophically behavior analytic. There are two types of chain in the ABA world: forward chain and backward chain. Forward chain is when you start with the first step and continue until you get to the final step. While backward chain is when you start with the last step and move backward until you reach the first step. Prompting A prompt is a cue that is used to encourage a desired response from an individual. Prompts are often categorized into a prompt hierarchy from most intrusive to least intrusive, although there is some controversy about what is considered most intrusive, those that are physically intrusive or those that are hardest prompt to fade (e.g., verbal). In order to minimize errors and ensure a high level of success during learning, prompts are given in a most-to-least sequence and faded systematically. During this process, prompts are faded as quickly as possible so that the learner does not come to depend on them and eventually behaves appropriately without prompting. Types of prompts Prompters might use any or all of the following to suggest the desired response: Vocal prompts: Words or other vocalizations Visual prompts: A visual cue or picture Gestural prompts: A physical gesture Positional prompt: e.g., the target item is placed close to the individual. Modeling: Modeling the desired response. This type of prompt is best suited for individuals who learn through imitation and can attend to a