Shaping is a fundamental behavior change procedure that every BCBA candidate must master. Understanding the shaping of behaviour requires more than memorizing definitions—it demands practical application skills and the ability to distinguish it from similar procedures on the exam.
Table of Contents
- shaping of behaviour: What is Shaping in Applied Behavior Analysis?
- Shaping in Action: Worked Examples for BCBA Candidates
- Shaping on the BCBA Exam: Common Traps and How to Avoid Them
- Your Shaping Implementation Checklist
- Summary and Key Takeaways for Your Studies
shaping of behaviour: What is Shaping in Applied Behavior Analysis?
Shaping systematically builds new behaviors through differential reinforcement of successive approximations. Unlike other procedures, shaping creates behaviors that don’t currently exist in the learner’s repertoire.
The Core Definition: Differential Reinforcement of Successive Approximations
Shaping involves reinforcing closer and closer approximations to a terminal behavior. The practitioner identifies a starting behavior, then selectively reinforces responses that increasingly resemble the target. This process continues until the final behavior is achieved.
Key Components: Starting Behavior, Target, and Shaping Steps
Effective shaping requires three essential elements. First, a clearly defined terminal behavior specifies exactly what the learner will do. Second, a starting behavior must already exist in the learner’s repertoire. Third, planned successive approximations bridge the gap between current and target behaviors.
Shaping in Action: Worked Examples for BCBA Candidates
These practical scenarios demonstrate how shaping operates in real intervention settings. Each example includes hypothesized functions to help you think like a behavior analyst.
Example 1: Teaching a Child to Use a Spoon Independently
Starting behavior: Child touches spoon near bowl. First approximation: Child picks up spoon. Second approximation: Child brings spoon to bowl. Third approximation: Child scoops food. Terminal behavior: Child brings spoon to mouth. The maintaining variable is likely automatic positive reinforcement through access to food.
Example 2: Shaping Vocal Manding in a Non-Vocal Learner
Starting behavior: Any vocalization. First approximation: Vocalizations with mouth closed. Second approximation: /m/ sound. Third approximation: “ma” approximation. Terminal behavior: “milk” mand. This behavior is maintained by socially-mediated reinforcement through access to preferred items.
Example 3: Building Tolerance for Haircutting (a DRI/DRA Application)
Starting behavior: Sitting in haircut chair without crying. First approximation: Tolerating clippers in same room. Second approximation: Tolerating clippers sound. Third approximation: Tolerating light touch with clippers off. Terminal behavior: Full haircut completion. The function is likely negative reinforcement through escape reduction.
Shaping on the BCBA Exam: Common Traps and How to Avoid Them
Exam questions often test your ability to distinguish shaping from similar procedures. Recognizing these patterns is crucial for success.
Trap 1: Confusing Shaping with Chaining or Fading
Shaping builds new topographies through successive approximations. Chaining sequences known behaviors into complex chains. Fading gradually removes prompts while maintaining the same response. Remember: shaping creates new behaviors; chaining organizes existing ones.
Trap 2: Misidentifying the ‘Starting Behavior’
The starting behavior must already be in the learner’s repertoire. Exam questions may present scenarios where the starting point is either too advanced or not yet established. Always verify that the initial approximation is something the learner can already do reliably.
Trap 3: Over-Shaping or Poor Step Selection
Steps that are too large may lead to extinction, while steps that are too small waste valuable intervention time. Exam questions may ask about treatment integrity issues related to inappropriate shaping steps.
Your Shaping Implementation Checklist
Use this practical checklist when designing or evaluating shaping procedures in practice or on exam questions:
- Define the terminal behavior in observable, measurable terms
- Identify a starting behavior already in the learner’s repertoire
- Plan successive approximations that are neither too large nor too small
- Select appropriate reinforcers for each approximation
- Monitor progress and adjust steps as needed
- Ensure reinforcement is delivered immediately for correct approximations
- Fade reinforcement to natural maintaining contingencies
Summary and Key Takeaways for Your Studies
Shaping remains one of the most powerful tools in behavior analysis for building new behaviors. Mastery requires understanding both the theoretical foundations and practical applications.
Key points to remember: shaping uses differential reinforcement of successive approximations, requires a starting behavior in the repertoire, and creates behaviors that don’t currently exist. On the exam, carefully distinguish shaping from chaining and fading procedures.
For further study, review the differential reinforcement procedures and consider how shaping relates to other acquisition programs. The BACB Task List includes shaping under fundamental behavior-change procedures, making it essential exam content.
