Chapter 19

What Is Shaping?

• A process in which one

– and reinforces

– to a terminal 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 (responses that are not closer to the terminal behavior)

Response Differentiation

• Involves two components:

– behaviors that resemble the

– Carefully for reinforcement

• Result

– in behaviors to terminal behavior

– in behaviors that are to terminal behavior


Shaping Diagrammed








Dimensions of Behavior That Can Be Shaped

– Form of the behavior

– Number of responses per unit of time

– Time between onset of antecedent stimulus and the occurrence of the behavior

– Total elapsed time for the occurrence of the behavior

– Magnitude

Successive Approximations

• An intermediate behavior

– for terminal behavior or

– of the same response topography

Shaping Across and Within Response Topographies

• Across response topographies

– Topography of behavior during shaping

– Behaviors are still

• Within response topographies

– Topography of behavior

– Another of behavior is changed (e.g., duration of the behavior)

Positive Aspects of Shaping

• Teaches

• A to teaching

• Can be combined with other procedures, such as chaining

Limitations of Shaping

• Can be

• Progress is not always and may be

• Requires a , who can recognize subtly closer approximations

• Can be (problem or harmful behaviors can be accidentally shaped)

Shaping vs. Fading

• Both change behavior gradually

– Shaping via changing

– Fading by changing

Increasing Efficiency of Shaping

• Combine with a (e.g., a prompt)

Guidelines for Implementing Shaping

• Consider to be learned and available

– How far away is current performance from terminal behavior?

• This might influence

– What is the availability of ?

• Remember, this is a labor intensive procedure

• Select the

– The ultimate criterion for selecting a behavior for change:

• How will the behavior change contribute to the learner’s ?

– Define the

• Then you’ll know when the behavior has occurred

• Determine

– How accurate, fast, long, or intensely should the behavior be performed? Under what conditions should it be performed?

– Establish norms by

• Analyze the Response Class

– Identify the approximations that might be emitted during training

• Trainer is in a better position to “ ”

– 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

• Identify the

– Behavior should

– Behavior should be a

• Eliminate Interfering Stimuli

– Eliminate distractions during training

• Proceed in Gradual Stages

– Be prepared for when you increase criteria

• Limit the at Each Level

– Lest the behavior become

• Continue When the Terminal Behavior Is Achieved

– The behavior if the terminal response is not reinforced