Module 4 - Chap. 19: Shaping Flashcards
What is shaping?
A process in which one
- Systematically & differentially reinforces
- Successive approximations 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 2 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
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 & looks at it when he/she is thirsty
Shaping might proceed like this:
EO: deprived of water for a long period of time
S^D: tap on faucet marked with blue dot or letter “C”
Response: Walk to the sink & look at it
S^R+: Cold water presented
Dimensions of behavior that can be shaped
Topography: form of the behavior
Frequency: # of responses per unit of time
Latency: time between onset of antecedent stimulus & the occurrence of the behavior
Duration: total elapsed time for the occurrence of the behavior
Amplitude: magnitude
Successive approximations
An intermediate behavior
- Prerequisite for terminal behavior or higher order member of the same response topography
Shaping across & 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 behavior)
Positive aspects of shaping
Teaches new behaviors
A positive approach to teaching
Can be combined with other procedures, such as chaining
Limitations of shaping
Can be time consuming
Progress is not always linear & may be erratic
Requires a skillful trainer, who can recognize subtly closer approximations
Can be misapplied (problem or harmful behaviors can be accidentally shaped)
Shaping vs. Fading
Both change behavior gradually
- Shaping via changing response requirements
- Fading by changing antecedent stimuli
Increasing efficiency of shaping
Combine with a discriminative stimulus (e.g., a prompt)
- Verbal cues
- Physical guidance
- Models
Guidelines for implementing shaping
Consider nature of behavior to be learned & 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 & other resources? (remember, this is a labor intensive procedure)
Guidelines for implementing shaping (cont.)
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)
Guidelines for implementing shaping (cont.)
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
- 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
