Shaping
Shaping is a way to reinforce improvement in behavior. Shaping is used to gradually teach the learner how to do something better. Over time, an instructor rewards attempts that look more like the desired behavior. Thus, the learner is encouraged through reinforcement to exhibit more appropriate behavior. While shaping behavior can be a slow process, it can be quite effective if done correctly. This process requires that the teacher has both intimate knowledge of the learner and the ability to shift gears based on the learner’s performance. One of the positive effects of shaping includes decreasing frustration by providing feedback to the learner that he/ she is on the right track. Learning becomes more rewarding because there are many opportunities for reinforcement along the way. When shaping behavior, there are several things to remember. First, shaping is both an art and a science. The teacher has to respond to the learner’s performance. On a moment-to-moment basis, she must match the amount of the learner’s effort with the amount of reinforcement. On a broader scale, a teacher must set her requirements based on the learner’s performance throughout the day. For
example, if a child is feeling ill, it is a good idea to maintain the program and not require additional effort on this particular day. Second, the learner will become skilled more quickly when all of his/her teachers communicate and agree. This is to say that consistency across teachers, parents, and others is an important component of the shaping process. All instructors must communicate to understand the current teaching plan. When everyone implements the same protocol, the learner more efficiently acquires skills. This emphasis on consistency is also valuable for all other teaching programs. Behavior analysts often describe their teaching method as “shaping” a particular behavior. For example, they may say that they are shaping vocal sounds. At first, a vocal approximation of a word would be reinforced, for example “ba” for “ball.” As the child becomes more fluent in making sounds, the teacher reinforces only vocal approximations that sound like the target word. Behavior analysts also shape other behavior, such as compliance, by asking a learner to follow one easy instruction. When the learner performs that skill well, the teacher expects more. To follow the above examples, she may ask the child to say, “want ball,” or to follow two instructions.
Resource
Foxx, R. M. (1982). Increasing behaviors of persons with severe retardation and autism. Champaign, IL: Research Press .
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ABA Principles & Methods
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