1. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Chapter 19: Shaping

2. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved What is Shaping? A process in which one –Systematically and differentially reinforces –Successive approximations to a terminal behavior Used to help learners acquire new behaviors

3. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved 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 (responses that are not closer to the terminal behavior)

4. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved 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

5. Shaping Diagrammed S D Tap on faucet marked with blue dot or letter “C” Response Walk to sink and look at it S R+ Cold water presented Walking to sink and looking at it maintains EO Deprived of water for a long period of time  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: Response already in repertoire Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2008 by Pearson Education, Inc. All rights reserved

6. Shaping Diagrammed S D Tap on faucet marked with blue dot or letter “C” Response Walk to sink and look at it S O 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  Shaping step 1: S D Tap on faucet marked with blue dot or letter “C” Response Point to tap S R+ Cold water presented Pointing to tap when deprived of water increases EO Deprived of water for a long period of time Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2008 by Pearson Education, Inc. All rights reserved

7. Shaping Diagrammed S D Tap on faucet marked with blue dot or letter “C” Response Point to tap S O Cold water withheld Pointing to tap when deprived of water decreases EO Deprived of water for a long period of time  Shaping step 2: S D Tap on faucet marked with blue dot or letter “C” Response Touch tap S R+ Cold water presented Touching tap when deprived of water increases EO Deprived of water for a long period of time Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2008 by Pearson Education, Inc. All rights reserved

8. Shaping Diagrammed S D Tap on faucet marked with blue dot or letter “C” Response Touch tap S O Cold water withheld Touching tap when deprived of water decreases EO Deprived of water for a long period of time  Shaping step 3: S D Tap on faucet marked with blue dot or letter “C” Response Grasp tap S R+ Cold water presented Grasping tap when deprived of water increases EO Deprived of water for a long period of time Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2008 by Pearson Education, Inc. All rights reserved

9. Shaping Diagrammed S D Tap on faucet marked with blue dot or letter “C” Response Grasp tap S O Cold water withheld Grasping tap when deprived of water decreases EO Deprived of water for a long period of time  Shaping step 4: S D Tap on faucet marked with blue dot or letter “C” Response Turn tap S R+ Cold water presented Turning tap when deprived of water increases EO Deprived of water for a long period of time Terminal Behavior Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2008 by Pearson Education, Inc. All rights reserved

10. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved 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

11. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Successive Approximations An intermediate behavior –Prerequisite for terminal behavior or –Higher order member of the same response topography

12. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Shaping Across and Within Response Topographies Across response topographies –Topography of behavior changes during shaping –Behaviors are still members of the same response class Within response topographies –Topography of behavior remains constant –Another measurable dimension of behavior is changed (e.g., duration of the behavior)

13. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Positive Aspects of Shaping Teaches new behaviors A positive approach to teaching Can be combined with other procedures, such as chaining

14. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved 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)

15. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Shaping vs. Fading Both change behavior gradually –Shaping via changing response requirements –Fading by changing antecedent stimuli

16. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Increasing Efficiency of Shaping Combine with a discriminative stimulus (e.g., a prompt) –Verbal cues –Physical guidance –Models

17. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Guidelines for Implementing Shaping 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

18. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Guidelines for Implementing Shaping 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

19. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Guidelines for Implementing Shaping 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

20. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Guidelines for Implementing Shaping Analyze the Response Class –Identify the approximations that might be emitted during training 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

21. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Guidelines for Implementing Shaping Identify the First Behavior to Reinforce –Behavior should already occur at some level –Behavior should be a member of the targeted response class

22. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Guidelines for Implementing Shaping Eliminate Interfering Stimuli –Eliminate distractions during training Proceed in Gradual Stages –Be prepared for decrements in performance when you increase criteria

23. Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Guidelines for Implementing Shaping 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