Shaping

Shaping• Shaping is a procedure used to establish a behavior that is not

presently performed by an individual

• The method used is differential reinforcement of successive approximations (Peneguhan berbeza-beza pada anggaran berturut-turut). It was introduced by B.F. Skinner

• Shaping assists in "discrimination", which is the ability to tell the difference between stimuli that are and are not reinforced, and in "generalization", which is the application of a response learned in one situation to a different but similar situation.

Definition of shaping

The development of a new behavior by the reinforcement of successive approximations of of closer approximation and the extinguishing of preceding approximation of the bahavior

1. Topography -- spatial configuration or form of a particular response or the specific movement involved. Examples: printing a word and writing a word, the movements of a variety of sports, speech, etc.2. Amount -- the frequency of a behavior (the number of times it occurs in a given time) or its duration (the length of time that aresponse lasts)3. Latency -- reaction time4. Intensity -- the force of a response

There are four aspects of behavior that are particularly subject to shaping:

What two principles are involved in shaping?

• reinforcement and extinction

Shaping is used in training operant responses in lab animals, and in applied behavior analysis to change human behaviors considered to be maladaptive or dysfunctional. It also plays an important role in commercial animal training. Shaping can also be used in a rehabilitation center. For example, training on parallel bars can approximate walking with a walker Or shaping can teach patients how to increase the time between bathroom visits.

Shaping is common in everyday life – becoming a better dancer, learn to hit a tennis ball more accurately, learn to drive…

When used shaping

When is Shaping Used?

• To develop new topographies of a behavior• To develop new dimensions of a behavior• To reinstate old behaviors that are not occurring• When instructions, modeling, and prompting are

not applicable or not effective• Accidentally to develop problem behaviors

Examples of Shaping

• Language development• Getting a rat to press a lever• Animal training• Rehabilitation (O’Neill & Gardner, 1983)• Voice volume (Jackson & Wallace, 1974)• Self-injurious behavior (Schaeffer, 1970)

Shaping Problem Behaviors

• Child tantrums or other problem behaviors• Parents yelling/nagging• Showing off• Dog begging for food• SIB (self-Injurious behavior) or other problems

from individuals with MR /DD (developmental disabilities)

Using Shaping 1. Define the target behavior

- Final behavior should be stated in way that all the relevant characteristic of behavior ( topography, amount, latency and intensity2. Is shaping the preferred procedure?

- Use instructions/modeling/prompting if possible3. Identify the starting behavior

- The person must already exhibit the behavior- Choose a behavior you can build on to achieve the

target behavior 4. Choose the shaping steps

- Each step is a closer approximation to the target behavior

- Steps are not too bi- No specific guidelines for identifying the ideal

step size.

Using shaping - con’t5. Choose the reinforcer

- Must function as a reinforcer for the individual- Consider the effects of satiation during shaping (use

conditioned reinforcers)6. Reinforce each successive approximation

- Reinforce first approximation until it occurs a number of times

- Stop reinforcing first approximation and reinforce next approximation until it occurs a number of times

- Continue until the target behavior occurs7. Move at the proper pace

- Do not move to soon- Proceed in sufficiently small steps- Return to earlier approximation if you lose a behavior

because you moving too fast.- It is also important not to progress too slowly

Examples Shaping Technique:

To train an old man walk by using parallel bar

Step 1: Sitting on the stool and gripping left parallel bar with left hand and right parallel with right hand.

Step 2: step 1 plus pulling to a standing position on parallel bars and maintaining a standing position long enough to drink 1 tablespoon.

Step 3: Step 1 and step 2 and plus taking one step using parallel bars for support before being reinforced.

Step 4 : Same as step 3 except three step must be taken using parallel bars for support before being reinforced.

Step 5. Same as step 3 except five step must be taken using parallel bars for support before being reinforced.

Step 6. Same as step 3 except ten step must be taken using parallel bars for support before being reinforced.

Be careful not to inadvertently shape an undesirable or harmful behavior.

Self-destructive behaviors are often inadvertently shaped in developmentally disabled children or temper tantrums in “normal” children. (Note, it is often more so the intensity of the behavior which isundesirably shaped.)

Significantly abnormal behaviors can be brought about by failure to apply shaping when it should be applied, either through indiscriminately reinforcing or failure to give any reinforcement.

Pitfalls and Cautions:

Select the desired final behavior.

Select an appropriate reinforcer.

List successive approximations of the terminal behavior, beginning with one that is already in the learner’s behavioral repertoire and resembles the terminal. Implement the plan

Tell the learner about the plan before starting

Begin reinforcing immediately following each occurrence of the starting behavior

Never move to a new approximation until the learner has mastered the previous one

Summary: Guidelines for Effective Shaping:

Move to the next step when the learner performs the current step correctly in six of ten trials

Do not reinforce too many times at one step and avoid under-reinforcement at any step

If the learner is inattentive or bored you may have moved too slow or too fast.

Return to the previous step for a few more trials.

If the learner is inattentive or bored you may have moved too slow or too fast. Return to the previous step for a few more trials.

if the learner continues to have difficulty, despite retraining at previous steps, add more steps at the point of difficulty.

if the learner continues to have difficulty, despite retraining at previous steps, add moresteps at the point of difficulty.