Applied Behavior Analysis
Third Edition
Chapter 22
Shaping
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Shaping Defined (1 of 4)
• Shaping is a technique where small steps are used to
teach a new skill, instead of jumping to teach a big, new
goal.
• We build momentum by starting with small steps we can
be successful with, boost our confidence, and increase
our tolerance for slightly more challenging tasks.
• We use differential reinforcement when we implement
shaping strategies.
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Shaping Defined (2 of 4)
• Shaping consists of a three-part process whereby the
analyst
– Detects a change in the learner’s environment
– Makes a discriminated judgment about whether that
change is a progressively closer approximation to a
terminal behavior of interest
– Differentially reinforces that closer successive
approximation
• Shaping is defined as the differential reinforcement of
successive approximations toward a terminal behavior
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Successive Approximations (1 of 2)
• The required amount of change for delivering
reinforcement for responses closer to the terminal
behavior
• Whenever a response that is closer to the terminal
behavior occurs, deliver reinforcement
• Terminal behavior = the final target behavior
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Successive Approximations (2 of 2)
• Care must be applied in shifting the criterion
– If the criterion is set too low, an excessive number of
behaviors at the same behavior-performance level will
be reinforced, stalling progress
– If the criterion is set too high, extinction occurs and
progress is thwarted
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Figure 22.2 Shaping Scribbles Into
Uniformly Spaced Horizontal Lines
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Shaping Defined (3 of 4)
• Detecting means that the shaper must use one or more of his or
her physical senses to see, hear, or otherwise note that a change
has occurred
• Discriminated judgment means that the shaper must answer the
following question: “Is what I just saw (or heard) a closer
approximation to the desired terminal behavior or not?”
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Figure 22.1
Illustrates the process by which a respiratory therapist (a) detects a change in breathing
volume, (b) makes a judgment about whether that change is a successive approximation in
the direction of the terminal behavior (i.e., 1750 m l ); and (c) differentially reinforces that
illi iters
closer successive approximation.
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Differential Reinforcement (1 of 4)
• Differential reinforcement is reinforcing a target behavior while
withholding reinforcement from an unwanted behavior.
• The goal is to replace unwanted behaviors with desirable behaviors.
• Reinforcement is the act of providing a reinforcer to an individual after
a behaviour, to increase the future probability of that behaviour
happening again under similar circumstances.
• Differential Reinforcement (DR) also means that I do not provide
reinforcement under those conditions if the desired behaviour does not
occur.
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Differential Reinforcement (1 of 4)
Example:
Therapist, SD: “what does a cow say?”
Client response: “quack, neigh, moo”
Do not reinforce
Therapist, SD: “what does a cow say?”
Client response within 3 seconds: “moo”
Provide reinforcement: high five and “you got it! A cow does say ‘moo’!”
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Differential Reinforcement (1 of 3)
• Differential reinforcement has three fundamental effects:
1. Responses within a response class similar in function to
those that have been reinforced in the past are more
likely to reoccur;
2. Responses resembling the unreinforced members are
not as likely to reoccur (i.e., these responses undergo
extinction);
3. When responses are unreinforced and undergo
extinction, extinction-induced variability may occur
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Differential Reinforcement (2 of 3)
Extinction-induced variability
- Non-reinforcement of a response can cause, by chance
closer approximation of target behavior.
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Differential Reinforcement (3 of 3)
Response Differentiation
• When differential reinforcement is applied consistently
within a response class
• Similar to SD, excepting SD is choosing between two
stimuli but RD is choosing between two responses.
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Table 22.1 Performance Dimensions
That Can Be Shaped
Performance Dimension Example
Topography (form of the behavior) • Refining motor movements associated with a golf swing, throwing
motion, or vaulting behavior
• Improving cursive or manuscript letter formation during handwriting
exercises
Rate (number of responses per unit of • Increasing the number of problems completed per minute during a math
time) seatwork assignment
• Increasing the number of correctly spelled and appropriately used
words written per minute
Latency (time between the onset of the • Decreasing compliance time between a parental directive to “clean your
antecedent stimulus and the occurrence room” and the onset of room-cleaning behavior
of the behavior) • Increasing the delay between the onset of an aggressive remark and
retaliation by a student with severe emotional disabilities
Duration (elapsed time from the onset of a • Increasing the time a student stays on task
response to its end point) • Increasing the number of minutes of engaged study behavior
Interresponse time (I RT) • Reducing rapid eating by increasing the time (I RT) between food bites
• Reducing smoking by increasing the time (I RT) between lighting a
cigarette
Magnitude (response strength or force) • Increasing the projected voice volume from 45 d B to 65 d B
eci el eci el
• Increasing the required torque on a ratchet wrench from 20 foot pounds
to 30 foot pounds
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Shaping Across and Within Response
Topographies
• Shaping behavior across different response topographies
means that
• Choose certain responses and reinforce those
• Put other select responses on extinction
Example: Assume we need someone to, say bubble
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Shaping Across and Within Response
Topographies
• Shaping a behavior within a response topography means that
– The form of the behavior remains constant, but differential
reinforcement is applied to another measurable dimension of
the behavior
– Magnitude
– Duration
– Latency
– Etc.
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Beneficial Aspects of Shaping
• Shaping uses a positive (i.e., reinforcing) approach to teach new
behaviors
– Reinforcement is delivered consistently upon the occurrence
of any successive approximations to the terminal behavior,
whereas non- approximations are placed on extinction
• Punishment or other aversive procedures are typically not
involved in a shaping program
• Shaping is usually combined with other established behavior
change or behavior-building procedures (e.g., verbal prompts or
chaining)
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Limitations of Shaping
• At least five limitations of shaping can be identified
1. Shaping new behavior can be time-consuming
2. Progress toward the terminal behavior is not always
linear
3. Shaping requires continuous monitoring to detect
subtle changes in the learner’s performance, indicating
the next approximation to the terminal behavior
4. Shaping can be misapplied
5. Harmful behavior can be shaped
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Shaping Versus Stimulus Fading
• In shaping:
– The antecedent stimulus for the terminal behavior
stays the same
– The response progressively becomes more
differentiated
• In stimulus fading:
– The antecedent stimulus changes gradually
– The response stays essentially the same
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3. Stimulus fading
• Teaching a child to read the word “car” by using a picture
as the embedded prompt can be used for stimulus fading.
• In picture 1, you can see the picture is embedded behind
the word, and the car is very visible and obvious. When
you show this to the child, they can say, “car” because the
picture has stimulus control, not because they’re reading
the word.
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3. Stimulus fading
• In picture 2, the car becomes less obvious. In picture 3,
even more so, and by picture 4 you can only see the word.
• At this stage, when the child sees the word car and can
say, “car,” you have utilized stimulus fading to effectively
transfer stimulus control from the picture to the word.
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