Shaping is a method teachers or therapists use in applied behavior analysis (ABA) to achieve a desired behavior or skill by gradually teaching and reinforcing successive approximations of the desired behavior. This means the demonstrated approximate desired behavior is reinforced while the other behaviors are not. Analysts may use the shaping method to teach a new skill or behavior. To evaluate the success of the practice, performance criterion is used. According to Richards (2018), the expected level of performance of the target behavior that is deemed necessary for the behavior to be functional and performed successfully is known as the criterion. Meaning that the closer the client gets to achieving the desired behavior, the more successful it is considered. In this case study, if the method is successful, Sammy is expected to add singing to his repertoire at school. To achieve this behavior in Sammy, an analyst needs to teach him in small increments, referred to as successive approximations.
Starting Behavior
Sammy’s starting behavior would be learning his ability to speak. An analyst must evaluate his vocalization to teach him to sing “America (My Country ’tis of Thee)” at his kindergarten graduation. To complete the process and be able to sing, he must be able to vocalize the words presented to him. This is the smallest step to take before gradually progressing to the hard part of the project, singing and helping in determining his strengths and weaknesses.
Successive Approximations
To successfully achieve singing behavior in Sammy, successive approximations must be set. Some of the successive approximations that can be used to reinforce the behavior are speaking and memorizing the lyrics, humming the melody, standing in front of his friends, rehearsing the song, and finally, singing. However, to make learning easier for Sammy, the analyst would need to break down the steps into smaller parts. The first step would be engaging Sammy in a conversation to help him feel comfortable with the analyst. After making him comfortable, the next step would be familiarizing him with the song he is to sing.
All the successive approximations would help him be comfortable and prepare him for the performance. Rewarding him for each behavior successfully completed would be an excellent way to encourage him. According to Chan et al. (2022), rewarding a client for attempting to get closer to the goal may encourage them even more. For example, each line that Sammy memorizes and says independently without looking at a paper should be rewarded.
Terminal Behavior
Terminal behavior refers to the performance that can be observed or recorded in a client to demonstrate that they achieved the objective. In Sammy’s case, the terminal behavior would be singing parts of the song independently before gradually progressing to singing the whole piece. To achieve it, he must be able to complete the approximations, as they are a vital part of the process. Firstly, he must learn to speak the lyrics out loud to enable him to memorize them. Saying them aloud can be helpful when remembering them, making it easier to say them without relying on a hard copy to look at the lyrics. The next step would be humming the melody one bar at a time. Following the same terminal behavior models, Sammy would start humming the song one bar at a time before gradually adding other bars until the song is complete. Humming the song would allow Sammy to learn the melody. Since he will have already learned the lyrics, it will be easier for him to sing the song independently. Humming is also an excellent way to calm his nerves in case he is feeling anxious since it has a calming effect.
The final steps of the process prepare him to perform the song at the final stage. By having him stand in front of his peers, he is prepared to perform on stage. He will be performing in front of a big crowd, and having him practice with his colleagues will prepare him and may help fight stage fright in case he experiences it. It also provides the analyst with a clear view and a chance to observe his performance.
Role of Differential Reinforcements
Differential reinforcements play an essential role in the shaping method. In order to achieve the new behavior, there must be consistency in the reinforcement of the behavior. Differential reinforcements encourage the shaping of behavior by withholding other kinds of conduct. This means encouraging Sammy by using reinforcements during the practicing stage. This may involve positive words of affirmation to encourage his progress. A prime example would be that as Sammy reads his lyrics for the first time, the analyst offers verbal praise to encourage his progress. For example, they may complement his ability to read and memorize the lyrics, thus offering verbal encouragement on the completion of the first task.
Typical differential reinforcement guidelines state that Sammy will willingly go to the next stage of learning the behavior without being forced. In case this does not happen, there might be a need to conduct an assessment to determine if there is a need for a functional reinforcer. If that is the case, whenever Sammy masters a new criterion, he would be given different options to choose from on what to do the following day. This breaks the monotony of a schedule and also allows him to decide what motivates him, thereby encouraging him to continue learning. When it comes to shaping and using the differential reinforcement method, a good reinforcer makes all the difference in the learning process. In the case of Sammy learning to sing “My Country ’tis of Thee,” if the appropriate differential reinforcements are used, he should be self-driven to learn the song piece by piece. Eventually, he will have no difficulty engaging in the proper behaviors to achieve his singing goal. Using positive reinforcement and influencing him positively will be an excellent way to encourage him and incorporate rewards.
Motivating Operations
Motivating operations are a vital process when teaching a new behavior. In the same way, the different types of reinforcers used help in behavioral shaping, it is vital for the analyst to also understand what motivates the student. In this case, if Sammy’s motivating operation is verbal praise, the analyst should use them often to ensure he feels encouraged and motivated. To stimulate the feeling of performing, an applause recording may be used instead of compliments once he masters each behavior. The availability of reinforcements can also cause an issue for Sammy. For example, he may lose interest if there is a shift in his normal routine, such as changing his play time to accommodate singing practice or the location he practices from. However, if the reinforcements please him, he will respond well to verbal praise and any other rewards, thus not affecting the motivating operations of the case.
Ethical Considerations
As an analyst, it is important that one treats others with compassion, dignity, and respect. This means that despite having a target goal set with Sammy, there should be respect and understanding between us. This means one should learn to listen to his wants and observe his behavior during the sessions. This will encourage him to be comfortable and openly discuss his preference. Working towards what is beneficial for Sammy rather than what the analyst wants should be a priority. Analysts should protect the welfare of their clients (in this case, Sammy) and ensure that in no way are his rights or welfare violated. Identifying the short-term and long-term effects of the process to ensure that they do not negatively affect his physical and mental well-being should be a major consideration. Behaving with competence and integrity are other behavioral codes that must be applied during the sessions.
Inadvertently Shaping Undesirable Behaviors
Unfortunately, unintentional behaviors can sometimes be created while shaping new behavior. For example, if Sammy is not used to humming songs before, he may end up humming during the performance or at other inappropriate times. Similarly, it would be an undesirable behavior if he became attached to verbal praises and only performed tasks once it is done. As the behavioral change progresses, it is important to reinforce the new behaviors and put less effort into the previously mastered behaviors. In particular, it would be regressing Sammy’s progress if he was reinforced to hum the tune when he has already learned it instead of encouraging him to sing it.
References
Chan, J., Suhrheinrich, J., Rieth, S., & Stahmer, A. C. (2022). Classroom pivotal response teaching. TEACHING Exceptional Children, 54(5), 380-382. Web.
Richards, S. B. (2018). Single subject research: Applications in educational settings (3rd ed.). Cengage Learning.