1. Mick Needham Jason Otto 39 Questions. Approximately 40 minutes to complete. Shaping Homework

3. Alright. You must have pushed the enter key or the right arrow key. When you push the  key you advance through the show. Push it now. When you’re prepared to go on, push the  key. When you see a button or multiple choice question, you will left click to select your answer. A. Left-click meLeft-click me

4. Alright. You must have pushed the enter key or the right arrow key. When you push the  key you advance through the show. Push it now. When you’re prepared to go on, push the  key. When you see a button or multiple choice question, then you will use the TAB key to select your answer. When you get the right answer, you will continue by hitting the  key again. Do this now. Good.

5. Welcome to the Computer- based Programmed Instruction on This program will help you increase your knowledge and understanding of behavior analysis and SHAPING.

6. You may have already read about Andrew in Elementary Principles of Behavior, but we’re going to use his story to give you some practice and to integrate some terms you’re already familiar with. In the nineteen years that Andrew lived in Big State Hospital he hadn’t spoken a single word.

7. He attended group therapy sessions where he was typically unresponsive to the external environment.

8. One day at therapy, Dawn, the group therapist dropped a piece of gum. Andrew took immediate notice of the piece gum, which was a rather unusual reaction for him.

9. Dawn was shocked by Andrew’s reaction. She thought that gum might be a reinforcer for Andrew.

10. A reinforcer is defined as a stimulus, event, or condition whose presentation immediately follows a response and the frequency of the response. A.DecreasesDecreases B.IncreasesIncreases C.Has no effect onHas no effect on Left-click your answer Question #1 # 1 (38 total)

11. A.Decreases B.IncreasesIncreases C.Has no effect onHas no effect on Left-click your answer Good effort! Give it another try. A reinforcer is defined as a stimulus, event, or condition whose presentation immediately follows a response and the frequency of the response. Question #1

12. Left-click your answer A.DecreasesDecreases B.IncreasesIncreases C.Has no effect on Left-click your answer Nope, presenting a reinforcer does have an effect on the frequency of the response. A reinforcer is defined as a stimulus, event, or condition whose presentation immediately follows a response and the frequency of the response. Question #1

13. A reinforcer is defined as a stimulus, event, or condition whose presentation immediately follows a response and the frequency of the response. A.DecreasesDecreases B.Increases C.Has no effect onHas no effect on Let’s keep going! Nice Job! Question #1

14. Dawn gave Andrew a piece of gum each time he looked at the gum she was holding near her face. We know the sight of the gum was a reinforcer for Andrew because it increased the frequency of looking at the gum.

15. Before: Andrew has no gum Before Andrew looks at the gum near Dawns Face After: Andrew has gum Reinforcement

16. What procedure was Dawn using when she presented Andrew with a piece of gum immediately after he looked at the gum? A.PunishmentPunishment B.EscapeEscape C.ReinforcementReinforcement D.None of the aboveNone of the above Left-click your answer Question #2 #2#2 Left-click your answer

17. A.Punishment B.EscapeEscape C.ReinforcementReinforcement D.None of the aboveNone of the above Left-click your answer Question #2 What procedure was Dawn using when she presented Andrew with a piece of gum immediately after he looked at the gum? No. Punishment is used to decrease the frequency of a response

18. A.PunishmentPunishment B.Escape C.ReinforcementReinforcement D.None of the aboveNone of the above Left-click your answer Question #2 What procedure was Dawn using when she presented Andrew with a piece of gum immediately after he looked at the gum? No. Escape is the response contingent removal of an aversive condition.

19. A.PunishmentPunishment B.EscapeEscape C.ReinforcementReinforcement D.None of the above Left-click your answer Question #2 What procedure was Dawn using when she presented Andrew with a piece of gum immediately after he looked at the gum? No, try again.

20. A.PunishmentPunishment B.EscapeEscape C.Reinforcement D.None of the aboveNone of the above Question #2 What procedure was Dawn using when she presented Andrew with a piece of gum immediately after he looked at the gum? That’s Right!! Dawn was using reinforcement to increase Andrew’s looking at the gum!

21. Dawn had established a reinforcer to begin shaping Andrew’s behavior. But what behavior should she choose to shape? She should choose a behavior that will hopefully increase Andrew’s quality of life, happiness, and ability to interact with other people!

22. A.Initial behaviorInitial behavior B.Intermediate behaviorIntermediate behavior C.Terminal behaviorTerminal behavior She picked speaking as the goal. What do we call the goal of the shaping intervention ? Left-click your answer Question #3 #3#3

23. A.Initial behavior B.Intermediate behaviorIntermediate behavior C.Terminal behaviorTerminal behavior She picked speaking as the goal. What do we call the goal of the shaping intervention ? Left-click your answer No, the initial behavior is the current behavior occurring at some minimal frequency. Question #3

24. A.Initial behaviorInitial behavior B.Intermediate behavior C.Terminal behaviorTerminal behavior She picked speaking as the goal. What do we call the goal of the shaping intervention ? Left-click your answer No, the intermediate behavior in the behavior that more closely resembles the goal (speaking). Question #3

25. A.Initial behaviorInitial behavior B.Intermediate behaviorIntermediate behavior C.Terminal behavior She picked speaking as the goal. Yes. The goal of the shaping intervention is the terminal behavior. Question #3

26. In deciding the goal of the shaping intervention, Dawn had to figure out the physical properties of speaking.

27. A.Response dimensionsResponse dimensions B.Response classResponse class What are the physical properties called? Left-click your answer When we talk about the individual physical properties of moving lips, making small croaking sounds, and speaking we are talking about what? Question #4 #4#4

28. A.Response dimensionsResponse dimensions B.Response class No, with a response class we’re talking about the response necessary for reinforcement Left-click your answer When we talk about the individual physical properties of moving lips, making small croaking sounds, and speaking we are talking about what? Question #4

29. A.Response dimensions B.Response classResponse class Yes, the dimensions of a response are the physical properties. When we talk about the individual physical properties of moving lips, making small croaking sounds, and speaking we are talking about what? Question #4

30. When we talk about moving lips, making small croaking sounds, and speaking all resulting in gum, we are talking about what? A.Response dimensionsResponse dimensions B.Response classResponse class Left-click your answer Question #5 #5#5

31. A.Response dimensions B.Response classResponse class No, a response dimension is talking about just the physical properties of a response. Left-click your answer When we talk about moving lips, making small croaking sounds, and speaking all resulting in gum, we are talking about what? Question #5

32. A.Response dimensionsResponse dimensions B.Response class Yes, the response class shares the effects of reinforcement. When we talk about moving lips, making small croaking sounds, and speaking all resulting in gum, we are talking about what? Question #5

33. Response dimensions can involve the form, sequence or location of a response (topography), the time from the beginning to the end of a response (duration), how often a response occurs (rate), or how much effort the response requires (force or intensity), and several other physical properties.

34. Along what response dimension is Dawn shaping? Remember she is shaping Andrew’s speaking behavior, or how he moves his lips and vocal cords, not how fast or loud or long he speaks. What’s the response dimension? A.Intensity or forceIntensity or force B.RateRate C.TopographyTopography D.DurationDuration Left-click your answer Question #6 #6#6

35. Along what response dimension is Dawn shaping? Remember she is shaping Andrew’s speaking behavior, or how he moves his lips and vocal cords, not how fast or loud or long he speaks. No, if Dawn were shaping intensity or force she’d be reinforcing higher and higher volumes of speaking, for example. A.Intensity or force B.RateRate C.TopographyTopography D.DurationDuration Left-click your answer Question #6

36. Along what response dimension is Dawn shaping? Remember she is shaping Andrew’s speaking behavior, or how he moves his lips and vocal cords, not how fast or loud or long he speaks. A.Intensity or forceIntensity or force B.Rate C.TopographyTopography D.DurationDuration Left-click your answer No, if Dawn were shaping rate she’d be reinforcing faster and faster speeds of speaking, for example. Question #6

37. Along what response dimension is Dawn shaping? Remember she is shaping Andrew’s speaking behavior, or how he moves his lips and vocal cords, not how fast or loud or long he speaks. A.Intensity or forceIntensity or force B.RateRate C.TopographyTopography D.Duration Left-click your answer No, if Dawn were shaping duration she’d be reinforcing longer and longer speech sounds, for example. Question #6

38. Along what response dimension is Dawn shaping? Remember she is shaping Andrew’s speaking behavior, or how he moves his lips and vocal cords, not how fast or loud or long he speaks. Correct. Dawn reinforces the form of Andrew’s speech. A.Intensity or forceIntensity or force B.RateRate C.Topography D.DurationDuration Question #6

39. Just for fun, let’s say that Andrew can already speak but he speaks really quietly. Dawn, in this case, wants him to speak loudly. What response dimension would be shaped in this situation? A.Intensity or forceIntensity or force B.RateRate C.TopographyTopography D.DurationDuration What’s the response dimension? Question #7 #7#7

40. Just for fun, let’s say that Andrew can already speak but he speaks really quietly. Dawn, in this case, wants him to speak loudly. What response dimension would be shaped in this situation? A.Intensity or forceIntensity or force B.Rate C.TopographyTopography D.DurationDuration No, shaping rate would be shaping often he says gum. Question #7

41. Just for fun, let’s say that Andrew can already speak but he speaks really quietly. Dawn, in this case, wants him to speak loudly. What response dimension would be shaped in this situation? A.Intensity or forceIntensity or force B.RateRate C.Topography D.DurationDuration No, shaping topograph y would be shaping how clearly he says gum. Question #7

42. Just for fun, let’s say that Andrew can already speak but he speaks really quietly. Dawn, in this case, wants him to speak loudly. What response dimension would be shaped in this situation? A.Intensity or forceIntensity or force B.RateRate C.TopographyTopography D.Duration No, duration would be the amount of time from the beginning to the end the word “gum.” Question #7

43. Just for fun, let’s say that Andrew can already speak but he speaks really quietly. Dawn, in this case, wants him to speak loudly. What response dimension would be shaped in this situation? A.Intensity or force B.RateRate C.TopographyTopography D.DurationDuration Correct. It’s important to know what response dimension along which you are shaping because if you aren’t changing behavior along a response dimension then you are not shaping. Question #7

44. Let’s also say that Andrew can already speak but he speaks only with Dawn and others living with him. Dawn then works with him so that he speaks with all sorts of people (i.e., in the presence of other stimuli) Is this shaping? A.YesYes B.NoNo #8#8

45. Let’s also say that Andrew can already speak but he speaks only with Dawn and others living with him. Dawn then works with him so that he speaks with all sorts of people (in the presence of other stimuli) Is this shaping? A.Yes B.NoNo The stimuli and contingencies present when Andrew speaks may change, but speaking isn’t changing along some response dimension, so it’s not shaping.

46. Let’s also say that Andrew can already speak but he speaks only with Dawn and others living with him. Dawn then works with him so that he speaks with all sorts of people (in the presence of other stimuli) Is this shaping? A.YesYes B.No Correct, the stimuli and contingencies present when Andrew speaks may change, but speaking isn’t changing along some response dimension, so it’s not shaping.

47. After several weeks of reinforcing Andrew’s behavior of looking at the gum near her face, one day he slightly moved his lips. Dawn immediately gave Andrew a piece of gum.

48. Before Behavior After ? Andrew has gum Andrew has no gum Here’s the first criterion for reinforcement in the shaping procedure. What is Andrew doing now that resembles speaking? A.Andrew looks at the gumAndrew looks at the gum B.Andrew moves his lipsAndrew moves his lips C.Andrew speaksAndrew speaks Left-click your answer #9#9

49. Before Behavior After ? Andrew has gum Andrew has no gum A.Andrew looks at the gum B.Andrew moves his lipsAndrew moves his lips C.Andrew speaksAndrew speaks Left-click your answer Here’s the first criterion for reinforcement in the shaping procedure. What is Andrew doing now that resembles speaking? No, that’s a prerequisite to training; but it’s not similar to speaking in the response dimension.

50. Before Behavior After ? Andrew has gum Andrew has no gum A.Andrew looks at the gumAndrew looks at the gum B.Andrew moves his lipsAndrew moves his lips C.Andrew speaks Left-click your answer Here’s the first criterion for reinforcement in the shaping procedure. What is Andrew doing now that resembles speaking? No, that’s not occurring for Dawn to reinforce.

51. Before Behavior After Andrew moves his lips Andrew has gum Andrew has no gum A.Andrew looks at the gumAndrew looks at the gum B.Andrew moves his lips C.Andrew speaksAndrew speaks Here’s the first criterion for reinforcement in the shaping procedure. What is Andrew doing now that resembles speaking? Correct, it’s the behavior that’s occurring at some minimal frequency and resembles speaking in some way.

52. Before Behavior After Andrew moves his lips Andrew has gum Andrew has no gum A.Initial behaviorInitial behavior B.Intermediate behaviorIntermediate behavior C.Terminal behaviorTerminal behavior Left-click your answer What do we call this behavior? Remember, eye contact was not in the speaking response class (so it wasn’t the initial behavior, just a prerequisite). # 10

53. Before Behavior After Andrew moves his lips Andrew has gum Andrew has no gum A.Initial behaviorInitial behavior B.Intermediate behavior C.Terminal behaviorTerminal behavior Left-click your answer No, we’ve just started shaping speaking behavior.

54. Before Behavior After Andrew moves his lips Andrew has gum Andrew has no gum A.Initial behaviorInitial behavior B.Intermediate behaviorIntermediate behavior C.Terminal behavior No, the terminal behavior is the goal, speaking. Left-click your answer

55. Before Behavior After Andrew moves his lips Andrew has gum Andrew has no gum A.Initial behavior B.Intermediate behaviorIntermediate behavior C.Terminal behaviorTerminal behavior Right, Andrew’s moving his lips is the first behavior resembling speaking.

56. Although lip movement is a long way from actually speaking it was a behavior that resembled speaking in some way. And it gave Dawn a place to begin shaping Andrews speech. Saving the world with behavior analysis

57. Remember that Dawn started out reinforcing Andrew’s looking behavior. This behavior does not resemble speaking like the initial behavior of moving lips. But she needed to start with looking because she needs Andrew’s attention (he must look at her) to begin shaping his speech. Remember that Dawn started out reinforcing Andrew’s looking behavior. This behavior does not resemble speaking like the initial behavior of moving lips. But she needed to start with looking because she needs Andrew’s attention (he must look at her) to begin shaping his speech. Now when Andrew just looks at the gum, Dawn will not give him the gum because she wants to increase only behaviors that more closely resemble the terminal behavior (speaking).

58. So if Dawn wants to shape speaking but also keep Andrew’s attention, then what must Andrew do before she delivers the gum. A.Look at the gum onlyLook at the gum only B.Move his lips onlyMove his lips only C.Look at the gum and move his lipsLook at the gum and move his lips Left-click your answer # 11

59. A.Look at the gum only B.Move his lips onlyMove his lips only C.Look at the gum and move his lipsLook at the gum and move his lips So if Dawn wants to shape speaking but also keep Andrew’s attention, then what must Andrew do before she delivers the gum. No. Looking at the gum near Dawn’s face (being attentive) is necessary to train speaking, but it does not resemble the terminal behavior. Left-click your answer

60. A.Look at the gum onlyLook at the gum only B.Move his lips only C.Look at the gum and move his lipsLook at the gum and move his lips So if Dawn wants to shape speaking but also keep Andrew’s attention, then what must Andrew do before she delivers the gum. No. Looking at the gum near Dawn’s face (being attentive) is necessary to train speaking, even though it does not resemble the terminal behavior. Left-click your answer

61. A.Look at the gum onlyLook at the gum only B.Move his lips onlyMove his lips only C.Look at the gum and move his lips So if Dawn wants to shape speaking but also keep Andrew’s attention, then what must Andrew do before she delivers the gum. Correct. Looking at the gum near Dawn’s face (being attentive) is necessary to train speaking, but it does not resemble the terminal behavior.

62. When shaping behavior, it’s sometimes difficult to know when to stop reinforcing a particular response that approximates the terminal behavior.

63. Dawn needs to reinforce successive approximations to speaking, but she must be sure not to get stuck on an approximation. Keep the procedure moving.

71. Before Behavior A. Andrew moves his lips, and looks at the gumAndrew moves his lips B. Andrew only looks at the gumAndrew only looks at the gum Behavior A. Andrew moves his lips, and looks at the gumAndrew moves his lips B. Andrew only looks at the gumAndrew only looks at the gum After Reinforcement No Reinforcement What behavior will result in the delivery of the gum reinforcer? Complete the diagram for the initial behavior. # 12 Left-click your answer

72. Before Behavior A. Andrew moves his lipsAndrew moves his lips B. Andrew only looks at the gum Behavior A. Andrew moves his lipsAndrew moves his lips B. Andrew only looks at the gum After Reinforcement No Reinforcement What behavior will result in the delivery of the gum reinforcer? Complete the diagram for the initial behavior. Left-click your answer He must look at the gum, then move his lips. Dawn will reinforce lip movement now that looking at the gum is occurring at a high rate. Try Again.

73. Before Behavior A. Andrew moves his lips and looks at gumAndrew moves his lips B. Andrew only looks at the gumAndrew only looks at the gum Behavior A. Andrew moves his lips and looks at gumAndrew moves his lips B. Andrew only looks at the gumAndrew only looks at the gum Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After Reinforcement No Reinforcement What behavior will no longer be reinforced? Complete the diagram for the initial behavior. # 13 Left-click your answer

74. Before Behavior A. Andrew moves his lips and looks at gum B. Andrew only looks at the gumAndrew only looks at the gum Behavior A. Andrew moves his lips and looks at gum B. Andrew only looks at the gumAndrew only looks at the gum Behavior Andrew moves his lips Behavior Andrew moves his lips After Reinforcement No Reinforcement What behavior will no longer be reinforced? Complete the diagram for the initial behavior. Left-click your answer

75. Before A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum Before A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum Behavior Andrew only looks at the gum Behavior Andrew only looks at the gum Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After Reinforcement No Reinforcement Complete the diagram for the before condition. # 14 Left-click your answer

76. Before A. Andrew has no gumAndrew has no gum B. Andrew has gum Before A. Andrew has no gumAndrew has no gum B. Andrew has gum Behavior Andrew only looks at the gum Behavior Andrew only looks at the gum Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After Reinforcement No Reinforcement Complete the diagram for the before condition. Left-click your answer

77. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only looks at the gum Behavior Andrew only looks at the gum Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum After Reinforcement No Reinforcement Complete the diagram for the after condition. # 15 Left-click your answer

78. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only looks at the gum Behavior Andrew only looks at the gum Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After A. Andrew has no gum B. Andrew has gumAndrew has gum After A. Andrew has no gum B. Andrew has gumAndrew has gum After Reinforcement No Reinforcement Complete the diagram for the after condition.

79. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only looks at the gum Behavior Andrew only looks at the gum Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After Andrew has gum After Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum Reinforcement No Reinforcement Complete the diagram for the after condition. # 16 Left-click your answer

80. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only looks at the gum Behavior Andrew only looks at the gum Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After Andrew has gum After Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gum Reinforcement No Reinforcement Complete the diagram for the after condition. Left-click your answer

81. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only looks at the gum Behavior Andrew only looks at the gum Behavior Andrew moves his lips Behavior Andrew moves his lips After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Since Dawn had seen some lip movement she was able to differentially reinforce lip moving and stop reinforcing simply looking at the gum. She couldn’t stop reinforcing simply looking at the gum until there were some further approximations occurring at some frequency.

82. After Dawn reinforced lip movement for just a few minutes, she decided to stop reinforcing lip movements and wait for his first sounds. After all, Dawn knew he could do it, even though he has not made a sound in 19 years. A.Yes, let’s stop reinforcing lip movements.Yes, let’s stop reinforcing lip movements. B.No, let’s continue reinforcing lip movements.No, let’s continue reinforcing lip movements. Before Andrew has no gum Before Andrew has no gum Behavior ? Behavior ? Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Is it probably a good time to no longer reinforce lip movements and wait for croaking sounds? Left-click your answer # 17

83. A.Yes, let’s stop reinforcing lip movements. B.No, let’s continue reinforcing lip movements.No, let’s continue reinforcing lip movements. Before Andrew has no gum Before Andrew has no gum Behavior Andrew moves his lips Behavior Andrew moves his lips Behavior Andrew moves his lips and looks at gum Behavior Andrew moves his lips and looks at gum After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Is it probably a good time to no longer reinforce lip movements and wait for croaking sounds? After Dawn reinforced lip movement for a few minutes, she decided to stop reinforcing lip movements and wait for his first sounds. After all, Dawn knew he could do it, even though he has not made a sound in 19 years. If Dawn hasn’t heard any sounds from Andrew lately, then she has to continue to reinforce what approximates it. If Dawn doesn’t continue to reinforce lip movement, she is even less likely to hear sounds. Left-click your answer

84. A.Yes, let’s stop reinforcing lip movements.Yes, let’s stop reinforcing lip movements. B.No, let’s continue reinforcing lip movements. Before Andrew has no gum Before Andrew has no gum Behavior Andrew moves his lips Behavior Andrew moves his lips Behavior Andrew moves his Lips and looks at gum Behavior Andrew moves his Lips and looks at gum After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Is it probably a good time to no longer reinforce lip movements and wait for croaking sounds? After Dawn reinforced lip movement for just a few minutes, she decided to stop reinforcing lip movements and wait for his first sounds. After all, Dawn knew he could do it, even though he has not made a sound in 19 years.

85. Currently, Andrew is moving his lips only once in a while. He is not making any croaking sounds yet. Before Dawn moves on to the next criterion, the current behavior must occur at a high frequency and the next step in the shaping procedure must occur at some minimum frequency. What should Dawn do? A.Stop reinforcing his lip movements and reinforce his making croaking soundsStop reinforcing his lip movements and reinforce his making croaking sounds B.Continue reinforcing his making lip movements while looking for croaking sounds to reinforceContinue reinforcing his making lip movements while looking for croaking sounds to reinforce Left-click your answer # 18

86. Currently, Andrew is moving his lips only once in a while. He is not making any croaking sounds yet. Before Dawn moves on to the next criterion, the current behavior must occur at a high frequency and the next step in the shaping procedure must occur at some minimum frequency. What should Dawn do? A.Stop reinforcing his lip movements and reinforce his making croaking sounds B.Continue reinforcing his making lip movements while looking for croaking sounds to reinforceContinue reinforcing his making lip movements while looking for croaking sounds to reinforce Left-click your answer No. If we stop reinforcing lip movements before we see some further approximation to speaking, then we will extinguish all behavior resembling speaking.

87. Currently, Andrew is moving his lips only once in a while. He is not making any croaking sounds yet. Before Dawn moves on to the next criterion, the current behavior must occur at a high frequency and the next step in the shaping procedure must occur at some minimum frequency. What should Dawn do? A.Stop reinforcing his lip movements and reinforce his making croaking soundsStop reinforcing his lip movements and reinforce his making croaking sounds B.Continue reinforcing his making lip movements while looking for croaking sounds to reinforce Correct. Since croaking sounds are not occurring at all, and lip movements are not very frequent, we can’t move on yet.

88. At the beginning of the fourth week Dawn held a piece of gum in front of Andrew. Andrew looked at the gum. And Andrew moved his lips. But Dawn did not give him the gum as she had before.

89. Then Andrew emitted a small croaking sound. And Dawn immediately gave him the gum! Because Dawn needed Andrew to speak, she required him to make a response that more closely resembled speaking. Gum “Uuh.”

90. What behavior more closely resembles the goal of speaking than lip movements. A.SpeakingSpeaking B.Looking at the gumLooking at the gum C.Lip movementLip movement D.Small croaking soundsSmall croaking sounds What behavior is closer to the goal? Left-click your answer # 19

91. A.Speaking B.Looking at the gumLooking at the gum C.Lip movementLip movement D.Small croaking soundsSmall croaking sounds No. Croaking resembles lip movement more than speaking does. Left-click your answer What behavior more closely resembles the goal of speaking than lip movements.

92. A.SpeakingSpeaking B.Looking at the gum C.Lip movementLip movement D.Small croaking soundsSmall croaking sounds No. Looking at the gum is a prerequisite behavior for training. Left-click your answer What behavior more closely resembles the goal of speaking than lip movements.

93. A.SpeakingSpeaking B.Looking at the gumLooking at the gum C.Lip movement D.Small croaking soundsSmall croaking sounds No. Lip movement is the initial behavior. Left-click your answer What behavior more closely resembles the goal of speaking than lip movements.

94. A.SpeakingSpeaking B.Looking at the gumLooking at the gum C.Lip movementLip movement D.Small croaking sounds Correct. A small croaking sound is the behavior that more closely approximates speaking. What behavior more closely resembles the goal of speaking than lip movements.

95. Left-click your answer The behavior of making small croaking sounds approximates the final behavior of speaking. What is this middle step called in a shaping procedure? A.Initial behaviorInitial behavior B.Terminal behaviorTerminal behavior C.Intermediate behaviorIntermediate behavior Left-click your answer # 20 Left-click your answer

96. The behavior of making small croaking sounds approximates the final behavior of speaking. What is this middle step called in a shaping procedure? A.Initial behavior B.Terminal behaviorTerminal behavior C.Intermediate behaviorIntermediate behavior No, the initial behavior is the first step not the middle step in the shaping procedure. Left-click your answer

97. The behavior of making small croaking sounds approximates the final behavior of speaking. What is this middle step called in a shaping procedure? A.Initial behaviorInitial behavior B.Terminal behavior C.Intermediate behaviorIntermediate behavior No, the terminal behavior is the goal of the intervention and not the middle step Left-click your answer

98. The behavior of making small croaking sounds approximates the final behavior of speaking. What is this middle step called in a shaping procedure? A.Initial behaviorInitial behavior B.Terminal behaviorTerminal behavior C.Intermediate behavior Correct. Croaking sounds approximate speaking.

99. After Dawn reinforced lip movement over several days, Andrew also began making croaking sounds as often as moving his lips alone. A.Yes, let’s stop reinforcing just lip movements.Yes, let’s stop reinforcing just lip movements. B.No, let’s continue reinforcing just lip movements.No, let’s continue reinforcing just lip movements. Before Andrew has no gum Before Andrew has no gum Behavior ? Behavior ? Behavior Andrew moves his lips Behavior Andrew moves his lips After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Is it probably a good time to begin reinforcing croaking sounds and no longer reinforce lip movements without croaking? Left-click your answer # 21

100. A.Yes, let’s stop reinforcing just lip movements.Yes, let’s stop reinforcing just lip movements. B.No, let’s continue reinforcing just lip movements. Before Andrew has no gum Before Andrew has no gum Behavior ? Behavior ? Behavior Andrew moves his lips Behavior Andrew moves his lips After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Is it probably a good time to begin reinforcing croaking sounds and no longer reinforce lip movements without croaking? Left-click your answer After Dawn reinforced lip movement over several days, Andrew also began making croaking sounds as often as moving his lips alone. No. If we continue to reinforce only lip movements then they will be the behaviors that occur in the future. Remember Dawn wants Andrew to speak not just move his lips.

101. A.Yes, let’s stop reinforcing just lip movements. B.No, let’s continue reinforcing just lip movements.No, let’s continue reinforcing just lip movements. Before Andrew has no gum Before Andrew has no gum Behavior Andrew moves his lips Behavior Andrew moves his lips Behavior Andrew moves his lips Behavior Andrew moves his lips After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Is it probably a good time to begin reinforcing croaking sounds and no longer reinforce lip movements without croaking? After Dawn reinforced lip movement over several days, Andrew also began making croaking sounds as often as moving his lips alone.

102. Before Behavior A. Andrew only moves his lipsAndrew only moves his lips B. Andrew makes croaking sounds while moving his lipsAndrew makes croaking sounds while moving his lips Behavior A. Andrew only moves his lipsAndrew only moves his lips B. Andrew makes croaking sounds while moving his lipsAndrew makes croaking sounds while moving his lips After Reinforcement No Reinforcement What behavior will result in the delivery of the gum reinforcer? Complete the diagram for the intermediate behavior. # 22 Left-click your answer Write your first choice on your homework now.

103. Before Behavior After Reinforcement No Reinforcement What behavior will result in the delivery of the gum reinforcer? Complete the diagram for the intermediate behavior. Left-click your answer Behavior A. Andrew only moves his lips B. Andrew makes croaking sounds while moving his lipsAndrew makes croaking sounds while moving his lips Behavior A. Andrew only moves his lips B. Andrew makes croaking sounds while moving his lipsAndrew makes croaking sounds while moving his lips No, now that he is croaking while moving his lips, Dawn will stop reinforcing lip movements occurring without sounds.

104. Before Behavior A. Andrew only moves his lipsAndrew only moves his lips B. Andrew speaksAndrew speaks Behavior A. Andrew only moves his lipsAndrew only moves his lips B. Andrew speaksAndrew speaks Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After Reinforcement No Reinforcement What behavior will no longer be reinforced? Complete the diagram for the intermediate behavior. # 23 Left-click your answer

105. Before Behavior A. Andrew only moves his lipsAndrew only moves his lips B. Andrew speaks Behavior A. Andrew only moves his lipsAndrew only moves his lips B. Andrew speaks Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After Reinforcement No Reinforcement What behavior will no longer be reinforced? Complete the diagram for the intermediate behavior. Left-click your answer

106. Before A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum Before A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum Behavior Andrew only moves his lips Behavior Andrew only moves his lips Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After Reinforcement No Reinforcement Complete the diagram for the before condition. # 24 Left-click your answer

107. Before A. Andrew has no gumAndrew has no gum B. Andrew has gum Before A. Andrew has no gumAndrew has no gum B. Andrew has gum Behavior Andrew only moves his lips Behavior Andrew only moves his lips Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After Reinforcement No Reinforcement Complete the diagram for the before condition. Left-click your answer

108. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only moves his lips Behavior Andrew only moves his lips Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum After Reinforcement No Reinforcement Complete the diagram for the after condition. # 25 Left-click your answer

109. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only moves his lips Behavior Andrew only moves his lips Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After A. Andrew has no gum B. Andrew has gumAndrew has gum After A. Andrew has no gum B. Andrew has gumAndrew has gum After Reinforcement No Reinforcement Complete the diagram for the after condition.

110. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only moves his lips Behavior Andrew only moves his lips Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After Andrew has gum After Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum Reinforcement No Reinforcement Complete the diagram for the after condition. # 26 Left-click your answer

111. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only moves his lips Behavior Andrew only moves his lips Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After Andrew has gum After Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gum Reinforcement No Reinforcement Complete the diagram for the after condition. Please your answer on your answer sheet. Left-click your answer

112. Before Andrew has no gum Before Andrew has no gum Behavior Andrew only moves his lips Behavior Andrew only moves his lips Behavior Andrew makes croaking sounds while moving his lips Behavior Andrew makes croaking sounds while moving his lips After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Nice job! Here’s the differential reinforcement diagram you just completed for the intermediate behavior.

113. By the way, what do we call the procedure of reinforcing one response class while not reinforcing another response class? A.Differential PunishmentDifferential Punishment B.EscapeEscape C.Differential ReinforcementDifferential Reinforcement D.ReinforcementReinforcement Left-click your answer # 27

114. By the way, what do we call the procedure of reinforcing one response class while not reinforcing another response class? No, differential punishment involves punishing one response class allowing the other to recover! A.Differential Punishment B.EscapeEscape C.Differential ReinforcementDifferential Reinforcement D.ReinforcementReinforcement Left-click your answer

115. By the way, what do we call the procedure of reinforcing one response class while not reinforcing another response class? No, escape is the contingent removal of an aversive condition! A.Differential PunishmentDifferential Punishment B.Escape C.Differential ReinforcementDifferential Reinforcement D.ReinforcementReinforcement Left-click your answer

116. A.Differential PunishmentDifferential Punishment B.EscapeEscape C.Differential ReinforcementDifferential Reinforcement D.Reinforcement Left-click your answer By the way, what do we call the procedure of reinforcing one response class while not reinforcing another response class? No, this is not plain vanilla reinforcement!

117. A.Differential PunishmentDifferential Punishment B.EscapeEscape C.Differential Reinforcement D.ReinforcementReinforcement By the way, what do we call the procedure of reinforcing one response class while not reinforcing another response class? Nice Job! This procedure is called differential reinforcement!

118. After several days of differentially reinforcing Andrew’s behavior of making croaking sounds he was frequently making croaking sounds each time he moved his lips. “ Small croaking sounds.”

119. When shaping behavior it’s sometimes difficult to know when to move on to the next behavioral criterion and no longer provide reinforcers for the previously reinforced response. Currently, Andrew is frequently making croaking sounds (while moving his lips) but has not said gum. What should Dawn do? A.Stop reinforcing his croaking sounds (while moving his lips) and reinforce spoken words.Stop reinforcing his croaking sounds (while moving his lips) and reinforce spoken words. B.Continue reinforcing croaking sounds (while moving his lips) and start looking for fragments of spoken words to reinforce.Continue reinforcing croaking sounds (while moving his lips) and start looking for fragments of spoken words to reinforce Left- click your answer # 28

120. When shaping behavior it’s sometimes difficult to know when to move on to the next behavioral criterion and no longer provide reinforcers for the previously reinforced response. A.Stop reinforcing his croaking sounds (while moving his lips) and reinforce spoken words. B.Continue reinforcing croaking sounds (while moving his lips) and start looking for fragments of spoken words to reinforce.Continue reinforcing croaking sounds (while moving his lips) and start looking for fragments of spoken words to reinforce Left-click your answer Currently, Andrew is frequently making croaking sounds (while moving his lips) but has not said gum. What should Dawn do? No. Even though, croaking sounds are occurring at a high frequency Andrew has not said ga or gum yet and we need have Andrew saying ga or gum at a minimal frequency before we no longer reinforce croaking sounds.

121. When shaping behavior it’s sometimes difficult to know when to move on to the next behavioral criterion and no longer provide reinforcers for the previously reinforced response. A.Stop reinforcing his croaking sounds (while moving his lips) and reinforce spoken words.Stop reinforcing his croaking sounds (while moving his lips) and reinforce spoken words. B.Continue reinforcing croaking sounds (while moving his lips) and start looking for fragments of spoken words to reinforce. Currently, Andrew is frequently making croaking sounds (while moving his lips) but has not said gum. What should Dawn do? Correct. We need to have Andrew saying gum at some minimal frequency before we no longer reinforce croaking sounds.

122. By differentially reinforcing Andrew’s croaking behavior for several days he began frequently making croaking sounds. One day after Andrew made a croaking sound Dawn hesitated giving Andrew the gum reinforcer and said “Say, ‘gum, gum’”. “Say ‘gum’…. ‘Gum’.”

123. At first the croaking sounds were like those heard before. Dawn waited until the croaking sound slightly resembled the word gum before she would give Andrew the reinforcer. “Gaa gaa… mmmmm ”

124. Next, Dawn waited until Andrew’s sound even more closely approximated gum, and reinforced that response. Finally, Andrew clearly said, “Gum” when Dawn asked him to and she immediately gave him the gum. “Guummm…Gum ”

125. Currently, Andrew is frequently making croaking sounds and is saying the word gum at a moderate frequency. What should Dawn do? A.Stop reinforcing his croaking sounds and reinforce spoken words.Stop reinforcing his croaking sounds and reinforce spoken words. B.Continue reinforcing his croaking sounds while looking for fragments of spoken words to reinforce.Continue reinforcing his croaking sounds while looking for fragments of spoken words to reinforce. Left-click your answer # 29

126. A.Stop reinforcing his croaking sounds and reinforce spoken words.Stop reinforcing his croaking sounds and reinforce spoken words. B.Continue reinforcing his croaking sounds while looking for fragments of spoken words to reinforce. Left-click your answer Currently, Andrew is frequently making croaking sounds and is saying the word gum at a moderate frequency. What should Dawn do? No. Now that Andrew is saying gum at a moderate rate we can stop reinforcing his croaking sounds and reinforce his speaking behavior.

127. A.Stop reinforcing his croaking sounds and reinforce spoken words. B.Continue reinforcing his croaking sounds while looking for fragments of spoken words to reinforce.Continue reinforcing his croaking sounds while looking for fragments of spoken words to reinforce. Currently, Andrew is frequently making croaking sounds and is saying the word gum at a moderate frequency. What should Dawn do? Correct. Now that Andrew is saying gum at a moderate frequency we no longer have to reinforce his croaking sounds and we can focus on reinforcing his speaking behavior.

128. Great Job at making those difficult decisions for Dawn, she appreciates your help! Now that you’ve decided what to do, let’s get busy filling the diagram for the terminal behavior. Thanks for your help!

129. Before Behavior A. Andrew makes a croaking soundAndrew makes a croaking sound B. Andrew says gumAndrew says gum Behavior A. Andrew makes a croaking soundAndrew makes a croaking sound B. Andrew says gumAndrew says gum After Reinforcement No Reinforcement What behavior will result in the delivery of the gum reinforcer? Complete the diagram for the terminal behavior. # 30 Left-click your answer

130. Before Behavior After Reinforcement No Reinforcement What behavior will result in the delivery of the gum reinforcer? Complete the diagram for the terminal behavior. Left-click your answer Behavior A. Andrew makes a croaking sound B. Andrew says gumAndrew says gum Behavior A. Andrew makes a croaking sound B. Andrew says gumAndrew says gum No, Dawn is not currently trying to increase only lip movements.

131. Before Behavior A. Andrew makes a croaking soundAndrew makes a croaking sound B. Andrew says gumAndrew says gum Behavior A. Andrew makes a croaking soundAndrew makes a croaking sound B. Andrew says gumAndrew says gum Behavior Andrew says gum Behavior Andrew says gum After Reinforcement No Reinforcement What behavior will no longer be reinforced? Complete the diagram for the terminal behavior. # 31 Left-click your answer

132. Before Behavior A. Andrew makes a croaking soundAndrew makes a croaking sound B. Andrew says gum Behavior A. Andrew makes a croaking soundAndrew makes a croaking sound B. Andrew says gum Behavior Andrew says gum Behavior Andrew says gum After Reinforcement No Reinforcement What behavior will no longer be reinforced? Complete the diagram for the terminal behavior. Left-click your answer

133. Before A. Andrew has gumAndrew has gum B. Andrew has no gumAndrew has no gum Before A. Andrew has gumAndrew has gum B. Andrew has no gumAndrew has no gum Behavior Andrew makes a croaking sound Behavior Andrew makes a croaking sound Behavior Andrew says gum Behavior Andrew says gum After Reinforcement No Reinforcement Complete the diagram for the before condition. # 32 Left-click your answer

134. Before A. Andrew has gum B. Andrew has no gumAndrew has no gum Before A. Andrew has gum B. Andrew has no gumAndrew has no gum Behavior Andrew makes a croaking sound Behavior Andrew makes a croaking sound Behavior Andrew says gum Behavior Andrew says gum After Reinforcement No Reinforcement Complete the diagram for the before condition. Left-click your answer

135. Before Andrew has no gum Before Andrew has no gum Behavior Andrew makes a croaking sound Behavior Andrew makes a croaking sound Behavior Andrew says gum Behavior Andrew says gum After A. Andrew has gumAndrew has gum B. Andrew has no gumAndrew has no gum After A. Andrew has gumAndrew has gum B. Andrew has no gumAndrew has no gum After Reinforcement No Reinforcement Complete the diagram for the after condition. # 33 Left-click your answer

136. Before Andrew has no gum Before Andrew has no gum Behavior Andrew makes a croaking sound Behavior Andrew makes a croaking sound Behavior Andrew says gum Behavior Andrew says gum After A. Andrew has gumAndrew has gum B. Andrew has no gum After A. Andrew has gumAndrew has gum B. Andrew has no gum After Reinforcement No Reinforcement Complete the diagram for the after condition.

137. Before Andrew has no gum Before Andrew has no gum Behavior Andrew makes a croaking sound Behavior Andrew makes a croaking sound Behavior Andrew says gum Behavior Andrew says gum After Andrew has gum After Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gumAndrew has gum Reinforcement No Reinforcement Complete the diagram for the after condition. # 34 Left-click your answer

138. Before Andrew has no gum Before Andrew has no gum Behavior Andrew makes a croaking sound Behavior Andrew makes a croaking sound Behavior Andrew says gum Behavior Andrew says gum After Andrew has gum After Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gum After A. Andrew has no gumAndrew has no gum B. Andrew has gum Reinforcement No Reinforcement Complete the diagram for the after condition. Left-click your answer

139. Before Andrew has no gum Before Andrew has no gum Behavior Andrew makes a croaking sound Behavior Andrew makes a croaking sound Behavior Andrew says gum Behavior Andrew says gum After Andrew has gum After Andrew has gum After Andrew has no gum After Andrew has no gum Reinforcement No Reinforcement Nice job! Here’s the differential reinforcement diagram you just completed for the terminal behavior.

140. Nice job! You have successfully completed the last successive approximation in the shaping procedure Dawn used to get Andrew to speak. Thanks again for your help!

141. Now, just a quick test to check your razor sharp behavior analytic skills at shaping. These next couple of questions may be tough, but hang in there because we want to be sure you don’t identify muscle-building, shaping- up examples as behavioral shaping. We’re almost through with the training and on to bigger and more exciting things!

142. Jimmy, the scrawny kid in class, has just taken up weight lifting. Currently he can barely bench press 100 lbs. But when he’s finished training he’ll be much stronger and able to lift 300 lbs. Is this an example of shaping? A.YesYes B.NoNo Left-click your answer # 35

143. Jimmy, the scrawny kid in class, has just taken up weight lifting. Currently he can barely bench press 100 lbs. But when he’s finished training he’ll be much stronger and able to lift 300 lbs. Is this an example of shaping? A.Yes B.NoNo No, this is not an example of shaping because we are talking about physically building muscle tissue. This differs from behavioral shaping which is used to develop or improve an organism’s repertoire. Left-click your answer

144. Jimmy, the scrawny kid in class, has just taken up weight lifting. Currently he can barely bench press 100 lbs. But when he’s finished training he’ll be much stronger and able to lift 300 lbs. Is this an example of shaping? A.YesYes B.No Correct, this is not an example of shaping because we are talking about physically building muscle tissue. This differs from behavioral shaping which is used to develop or improve an organisms repertoire.

145. Now, not only was Jimmy weak he also had very poor form while bench pressing. His hands and arms were located in the wrong spot when he pushed the weights up off his chest. His personal trainer began teaching him how to improve his bench pressing form. By the end of his training Jimmy looked like a weight training pro. Is this an example of shaping? A.YesYes B.NoNo # 36 Left-click your answer

146. A.YesYes B.No Now, not only was Jimmy weak he also had very poor form while bench pressing. His hands and arms were located in the wrong spot when he pushed the weights up off his chest. His personal trainer began teaching him how to improve his bench pressing form. By the end of his training Jimmy looked like a weight training pro. Is this an example of shaping? No, this is and example of shaping because we are improving the form Jimmy uses to bench press weights. The correct form of bench pressing is a skill that was not previously in Jimmy’s repertoire. Left-click your answer

147. A.Yes B.NoNo Now, not only was Jimmy weak he also had very poor form while bench pressing. His hands and arms were located in the wrong spot when he pushed the weights up off his chest. His personal trainer began teaching him how to improve his bench pressing form. By the end of his training Jimmy looked like a weight training pro. Is this an example of shaping? Correct. This is and example of shaping because we are improving the form Jimmy uses to bench press weights. The correct form of bench pressing is a skill that was not previously in Jimmy’s repertoire.

148. Sara, the slow jogger, wants to be able to run the mile in less than 7 minutes. Unfortunately, right now she can barely break the 10 minute marker. But by the end of this year, after lots of hardcore running, she’ll be able to race through the mile in less than 7 minutes. She just physically can’t get down to 7 minutes. Is this an example of shaping? A.YesYes B.NoNo # 37 Left-click your answer

149. Sara, the slow jogger, wants to be able to run the mile in less than 7 minutes. Unfortunately, right now she can barely break the 10 minute marker. But by the end of this year, after lots of hardcore running, she’ll be able to race through the mile in less than 7 minutes. She just physically can’t get down to 7 minutes. Is this an example of shaping? A.Yes B.NoNo No,this is not an example of shaping because we are talking about Sera physically getting in shape which consists of building muscle tissue and reducing body fat which do not involve the altering of an individuals behavioral repertoire. Left-click your answer

150. Sara, the slow jogger, wants to be able to run the mile in less than 7 minutes. Unfortunately, right now she can barely break the 10 minute marker. But by the end of this year, after lots of hardcore running, she’ll be able to race through the mile in less than 7 minutes. She just physically can’t get down to 7 minutes. Is this an example of shaping? A.YesYes B.No Correct, this is not an example of shaping because we are talking about Sera physically getting in shape which consists of building muscle tissue and reducing body fat which do not involve the altering of an individuals behavioral repertoire.

151. Not only was Sara slow when she first started, she also ran like a chicken with its head cut off. Arms and legs flailing all over the place. Her form was terrible. The track coach was appalled by the sight of her and gave her some training. By the end of training Sara was running with the form of a world class runner. Is this an example of shaping? A.YesYes B.NoNo # 38 Left-click your answer

152. Not only was Sara slow when she first started, she also ran like a chicken with its head cut off. Arms and legs flailing all over the place. Her form was terrible. The track coach was appalled by the sight of her and gave her some training. By the end of training Sara was running with the form of a world class runner. Is this an example of shaping? A.YesYes B.No No,this is an example of shaping because we are training Sera on the correct form of running, a skill that was not previously in her repertoire. Left-click your answer

153. Not only was Sara slow when she first started, she also ran like a chicken with its head cut off. Arms and legs flailing all over the place. Her form was terrible. The track coach was appalled by the sight of her and gave her some training. By the end of training Sara was running with the form of a world class runner. Is this an example of shaping? A.Yes B.NoNo Correct,this is an example of shaping because we are training Sera on the correct form of running, a skill that was not previously in her repertoire.

154. Amber is going to school to be a court reporter. In order to graduate she must be able to type 90 words per minute. Unfortunately, right now she can only type 20 wpm. But by the end of her training she’ll be typing away at speeds greater than 100 wpm. Amber’s finger muscles were always strong enough to type a string of random characters equal to 100 wpm, but now her typing has formed a specific response class. Is this an example of shaping? A.YesYes B.NoNo # 39 Left-click your answer

155. Amber is going to school to be a court reporter. In order to graduate she must be able to type 90 words per minute. Unfortunately, right now she can only type 20 wpm. But by the end of her training she’ll be typing away at speeds greater than 100 wpm. Amber’s finger muscles were always strong enough to type a string of random characters equal to 100 wpm, but now her typing has formed a specific response class. Is this an example of shaping? A.YesYes B.No No, this is an example of shaping because Amber’s typing repertoire is being improved. We are not building the tiny muscles in her fingers but we are altering her existing typing skill level (behavioral repertoire). Left-click your answer

156. Amber is going to school to be a court reporter. In order to graduate she must be able to type 90 words per minute. Unfortunately, right now she can only type 20 wpm. But by the end of her training she’ll be typing away at speeds greater than 100 wpm. Amber’s finger muscles were always strong enough to type a string of random characters equal to 100 wpm, but now her typing has formed a specific response class. Is this an example of shaping? A.Yes B.NoNo Correct,this is an example of shaping because the Amber’s typing repertoire is being improved. We are not building the tiny muscles in her fingers but we are altering her existing typing skill level (repertoire).

157. Another common mistake is to identify examples of behavioral chains as behavioral shaping.

158. Before No treat Before No treat Behavior Spot lays down Behavior Spot lays down Behavior Spot rolls over Behavior Spot rolls over After Treat After Treat After No treat After No treat Reinforcement No Reinforcement The process of teaching a dog to roll over is the best erroneous example of shaping—it’s actually a behavioral chain. Why isn’t this an example of shaping? Because sitting, laying down and rolling over are separate behaviors that build on top of each other and occur one after the other.

159. Before No treat Before No treat Behavior Spot lays down Behavior Spot lays down Behavior Spot rolls over Behavior Spot rolls over After Treat After Treat After No treat After No treat Reinforcement No Reinforcement The process of teaching a dog to roll over is the best erroneous example of shaping—it’s actually a behavioral chain. In the example with Andrew, moving lips, making croaking sounds and speaking don’t occur in a sequence. Moving lips and making sounds occur while speaking.

160. Before No treat Before No treat Behavior Spot lifts paw 1 inch Behavior Spot lifts paw 1 inch Behavior Spot lifts paw 5 inches Behavior Spot lifts paw 5 inches After Treat After Treat After No treat After No treat Reinforcement No Reinforcement The trick is to look at your whole response class, from the initial behavior all the way to the terminal behavior. # 40 A.YesYes B.NoNo Left-click your answer Are these two responses in the same response class (similar along a meaningful response dimension)?

161. Before No treat Before No treat Behavior Spot lifts paw 1 inch Behavior Spot lifts paw 1 inch Behavior Spot lifts paw 5 inches Behavior Spot lifts paw 5 inches After Treat After Treat After No treat After No treat Reinforcement No Reinforcement The trick is to look at your whole response class, from the initial behavior all the way to the terminal behavior. # 40 A.YesYes B.No Left-click your answer Lifting farther and farther up involves almost the same topography.

162. Before No treat Before No treat Behavior Spot lifts paw 1 inch Behavior Spot lifts paw 1 inch Behavior Spot lifts paw 5 inches Behavior Spot lifts paw 5 inches After Treat After Treat After No treat After No treat Reinforcement No Reinforcement The trick is to look at your whole response class, from the initial behavior all the way to the terminal behavior. # 40 A.Yes B.NoNo Lifting farther and farther up involves almost the same topography. Good.

163. Before No treat Before No treat Behavior Spot sits Behavior Spot sits Behavior Spot lifts paw 5 inches Behavior Spot lifts paw 5 inches After Treat After Treat After No treat After No treat Reinforcement No Reinforcement The trick is to look at your whole response class, from the initial behavior all the way to the terminal behavior. # 41 A.YesYes B.NoNo Left-click your answer Are these two responses in the same response class (similar along a meaningful response dimension)?

164. Before No treat Before No treat Behavior Spot sits Behavior Spot sits Behavior Spot lifts paw 5 inches Behavior Spot lifts paw 5 inches After Treat After Treat After No treat After No treat Reinforcement No Reinforcement The trick is to look at your whole response class, from the initial behavior all the way to the terminal behavior. # 41 A.Yes B.NoNo Left-click your answer Lifting the paw and sitting are two different responses that occur in a sequence or chain. They aren’t similar on any response dimension.

165. Before No treat Before No treat Behavior Spot sits Behavior Spot sits Behavior Spot lifts paw 5 inches Behavior Spot lifts paw 5 inches After Treat After Treat After No treat After No treat Reinforcement No Reinforcement The trick is to look at your whole response class, from the initial behavior all the way to the terminal behavior. A.YesYes B.No Lifting the paw and sitting are two different responses that occur in a sequence or chain. They aren’t similar on any response dimension.

166. Congratulations! You have made it through the training session on shaping. Now it’s time to get your creative juices flowing and put those finely sharpened behavior analytic skills to good use.

167. I hope you’re ready for some excitement because it’s time for you to put together your own original example of shaping. We’ll help you out, don’t worry.

168. First, take a look at the diagram for Andrew. It includes the initial, intermediate and terminal behaviors Fill in your original example in your diagram just like the diagram for Andrew—unless you are using the PowerPoint Viewer (not the complete Program), which will not allow you to fill in answers on your screen.

169. Before Behavior Initial N/A Behavior Initial N/A Behavior Initial Behavior Initial After Reinforcement Extinction Intermediate Terminal Intermediate Click me to complete your original example’s diagram.

170. Before Behavior Initial N/A Behavior Initial N/A Behavior Initial Behavior Initial After Reinforcement Extinction Intermediate Terminal Intermediate Click me to review Andrew’s diagram. Arrow key forward when finished filling in your example. Print out this slide or write out your answers onto your worksheet. Also, prepare a master transparency to show in the seminar. Final diagram! Type each of your behaviors and stimulus conditions in the appropriate spots.

171. All done.