Shaping

What is Shaping? A process where you systematically and differentially reinforce successive approximations to a desired behavior Used to help learners acquire new behaviors

Differential Reinforcement Some members of a response class are reinforced (responses that are successively closer to the terminal behavior) Other members of that response class are not reinforced (responses that are not closer to the terminal behavior)

Response Differentiation Involves two components: Differentially reinforce behaviors that resemble the terminal behavior Carefully changing the criterion for reinforcement Result Increase in behaviors successively closer to terminal behavior Decrease in behaviors that are not successively closer to terminal behavior

Shaping Diagrammed EO Deprived of water for a long period of time SD Assume we want to teach a child to turn on the cold water tap in order to get a drink of water. Assume the child already walks to sink and looks at it when he/she is thirsty. Shaping might proceed like this: EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Walk to sink and look at it SR+ Cold water presented Walking to sink and looking at it maintains Response already in repertoire Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2008 by Pearson Education, Inc. All rights reserved

Shaping Diagrammed EO Deprived of water for a long period of time SD Shaping step 1: EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Walk to sink and look at it SO Cold water withheld Walking to sink and looking at it when deprived of water decreases EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Point to tap SR+ Cold water presented Pointing to tap when deprived of water increases

Shaping Diagrammed EO Deprived of water for a long period of time SD Shaping step 2: EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Point to tap SO Cold water withheld Pointing to tap when deprived of water decreases EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Touch tap SR+ Cold water presented Touching tap when deprived of water increases

Shaping Diagrammed EO Deprived of water for a long period of time SD Shaping step 3: EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Touch tap SO Cold water withheld Touching tap when deprived of water decreases EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Grasp tap SR+ Cold water presented Grasping tap when deprived of water increases

Shaping Diagrammed EO Deprived of water for a long period of time SD Shaping step 4: EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Grasp tap SO Cold water withheld Grasping tap when deprived of water decreases EO Deprived of water for a long period of time SD Tap on faucet marked with blue dot or letter “C” Response Turn tap SR+ Cold water presented Turning tap when deprived of water increases Terminal Behavior

Dimensions of Behavior that can be Shaped Topography Form of the behavior Frequency Number of responses per unit of time Latency Time between onset of antecedent stimulus and the occurrence of the behavior Duration Total elapsed time for the occurrence of the behavior Amplitude Magnitude

Guidelines for Implementing Shaping Consider Nature of Behavior to be Learned and Resources Available Select the Terminal Behavior Determine Criteria for Success Analyze the Response Class Eliminate interfering Stimuli Deprivation of Reinforcers you want to use Identify the First Behavior to Reinforce Limit the Number of Approximations at Each Level Continue Reinforcement when Terminal Behavior is Achieved

Consider Nature of Behavior to be Learned and Resources Available How far away is current performance from terminal behavior? This might influence how long shaping will take What is the availability of staff and other resources? Remember, this is a labor intensive procedure

Select the Terminal Behavior The ultimate criterion for selecting a behavior for change: How will the behavior change contribute to the learner’s independence in gaining reinforcement? Define the terminal behavior precisely Then you’ll know when the behavior has occurred

Determine Criteria for Success How accurate, fast, long, or intensely should the behavior be performed? Under what conditions should it be performed? Establish norms by Consulting literature Observing similar peer group

Analyze the Response Class Identify the approximations that might be emitted during training BEFORE TRAINNG BEGINS Trainer is in a better position to “stay ahead of his/her subject” Can be done by: Consulting experts in the field Use published literature Use videotape of peers to analyze components of a behavior Perform the target behavior yourself LIST THEM IN ORDER

Key to Shaping - Deprivation If possible, deprive the organism of what you want to reinforce it with. Animals with food. Deprive to 80% of its body weight. Deprive kid of reinforcer you want to use.

Kids Food Chocolate Chip Cookies (ccc’s) M & Ms Tokens Money

Identify the First Behavior to Reinforce Behavior should already occur at some level Behavior should be a member of the targeted response class

Specifics Eliminate Interfering Stimuli Proceed in Gradual Stages Eliminate distractions during training Proceed in Gradual Stages Be prepared for decrements in performance when you increase criteria Limit the Number of Approximations at Each Level Lest the behavior become too firmly established

Continue Reinforcement When the Terminal Behavior is Achieved The behavior will be lost if the terminal response is not reinforced Move to a schedule of reinforcement Thin the schedule

Increasing Efficiency of Shaping Combine with other discriminative stimuli (e.g., a prompt) Verbal cues Physical guidance Models

Positive Aspects of Shaping Teaches new behaviors Is a positive approach to teaching Can be combined with other procedures, such as chaining, imitation, etc.

Limitations of Shaping Can be time consuming Progress is not always linear and may be erratic Requires a skillful trainer, who can recognize subtly closer approximations Can be misapplied (problem or harmful behaviors can be accidentally shaped)

Reverse Shaping Is different from Regular Shaping Start at the end response, then reinforce it. Then two steps before you reinforce it, Then three steps, etc.

Examples Teaching a kid to tie their shoes.

Summary Is an extremely useful technique Can be used with a variety of other techniques Can be used to change behavior We use shaping with many behaviors and do not know it Can be used systematically to manipulate behavior of others in a variety of situations Weight control Business relationships Family relationships Can take longer than other techniques.