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What is Shaping in ABA Therapy?

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Imagine you’re teaching your child to ride a bike. Instead of expecting them to ride perfectly on their first try, you start with small steps: balancing, pedaling, and eventually, riding without help. This gradual process of reinforcing each small step is called shaping. In Applied Behavior Analysis (ABA) therapy, shaping is a powerful technique used to teach new behaviors by reinforcing successive approximations of the desired behavior. In this article, we’ll exlore what shaping is, why it’s a beneficial therapy strategy for children with autism, and how it can be applied both in therapy and at home.

 

What is Behavior Shaping in ABA?

Therapist Working with an Autistic Girl on Letters of the Alphabet

Shaping in ABA therapy involves reinforcing behaviors that are progressively closer to the desired behavior. It’s a systematic approach that helps children with autism learn complex skills by breaking them down into manageable steps. By rewarding each step, the child gradually learns to perform the desired behavior. Imagine a child who struggles with speaking. Instead of waiting for them to say a complete word or sentence, a therapist might start by reinforcing any sound the child makes. Once the child reliably makes sounds, the therapist might only reinforce specific sounds that are closer to the target word. This process continues until the child can say the full word or sentence.

Why Use Shaping for Children With Autism?

Shaping is particularly beneficial for children with autism because it:

  • Promotes Learning: It helps children learn complex behaviors that they might find challenging. For instance, teaching independent living skills like tieing shoelaces can be broken down into smaller steps, making it more manageable for the child.
  • Builds Confidence: By reinforcing small successes, children gain confidence and motivation. 
  • Is Customizable: Shaping can be tailored to each child’s individual needs and abilities. This personalized approach ensures that the therapy is effective for each unique child.
  • Encourages Positive Behavior: By focusing on positive reinforcement, it encourages desirable behaviors. This helps in reducing problem behaviors and promoting more adaptive ones.

Examples of Shaping in ABA Therapy

Learning to Speak

Start with any vocalization, then reward closer approximations to the word. For instance, if the target word is “ball,” the therapist might first reinforce any sound, then “ba,” and finally “ball.”

Toileting

For toilet training, begin by rewarding the child for sitting on the toilet, then for using it correctly. This can be broken down into steps like entering the bathroom, sitting on the toilet, and eventually using it.

Social Skills

Encourage eye contact by first rewarding the child for looking in the direction of a person. Gradually, the reinforcement can be given for making brief eye contact and then for maintaining it longer, helping the child improve their social skills

When Should You Use Shaping in ABA Therapy?

Shaping is useful when:

  • The child has difficulty learning a new behavior. If traditional teaching methods are not effective, shaping can provide an alternative approach.
  • The behavior is complex and needs to be broken down into smaller steps. Tasks like dressing independently or initiating conversations can be overwhelming if approached as a whole.
  • You want to replace a problem behavior with a more appropriate one. For instance, if a child engages in hand-flapping, shaping can be used to reinforce more appropriate ways to express excitement or frustration.

How to Use the Shaping Technique for Autistic Children

Follow this step-by-step guide on how to effectively use the shaping technique for autistic children, helping them learn and reinforce desired behaviors:

1. Identify Target Behavior

Determine the specific behavior you want to teach. Be clear and specific about the end goal, such as “saying ‘hello’ to peers.”

2. Start a Baseline

Observe and record the child’s current behavior to understand their starting point. This helps in measuring progress and setting realistic steps.

3. Break Down Target Behavior Into Steps

Divide the behavior into small, achievable steps. For instance, if the goal is to teach a child to brush their teeth, steps might include picking up the toothbrush, applying toothpaste, and brushing in small sections.

4. Differential Reinforcement

Reinforce only the behaviors that are closer approximations to the target behavior. This means rewarding actions that progressively resemble the final behavior more closely.

5. Using Reinforcement and Prompts

Use positive reinforcement and prompts to encourage the desired behavior. Reinforcement can be verbal praise, treats, or a favorite activity, while prompts can be physical guidance or visual cues.

6. Task Analysis

Analyze each step in detail to ensure a clear understanding of the behavior. Task analysis involves breaking down the behavior into its component parts, making it easier to teach each step individually.

7. Gradually Progress

Gradually increase the complexity of the behavior being reinforced. As the child masters each step, move on to the next one, making sure not to rush the process.

8. Start Only Reinforcing Closer Approximations

As the child progresses, only reinforce behaviors that closely resemble the target behavior. This helps in refining the behavior and ensuring that the child is moving towards the end goal.

Shaping Activities to Try

Building Blocks

Reward stacking one block, then two, until a tower is built. This activity helps in developing fine motor skills and understanding cause-and-effect relationships.

Dressing

Start with putting on one piece of clothing, then gradually increase. This can include steps like putting on a shirt, buttoning it, and then wearing it correctly.

Following Instructions

Begin with simple instructions like “stand up” and build up to more complex ones like “stand up, walk to the door, and wait.”

When Should You Not Use Shaping?

Shaping might not be effective if:

  • The behavior is too complex and needs to be taught through a different method. Some behaviors might require more comprehensive strategies, such as chaining or modeling.
  • The child is not responding to the reinforcements. If the child does not find the reinforcements motivating, shaping might not be successful.
  • It’s not feasible to break down the behavior into smaller steps. 

What is the Difference Between Chaining and Shaping in ABA?

The primary difference between chaining and shaping lies in how behaviors are taught and reinforced. Chaining breaks down a complex task into smaller, sequential steps, while shaping focuses on gradually modifying a single behavior by reinforcing closer approximations to the desired outcome. Read the examples below to better understand these concepts in practic:

Chaining Example: Washing Hands

  • Step 1: Turn on the faucet.
  • Step 2: Wet hands.
  • Step 3: Apply soap.
  • Step 4: Rub hands together.
  • Step 5: Rinse soap off.

Each step is taught and mastered before moving on to the next, creating a “chain” of behaviors that complete the task.

Shaping Example: Learning to Say “Ball”

  • Step 1: Reinforce any sound the child makes (e.g., “buh”).
  • Step 2: Reinforce more specific sounds closer to the target word (e.g., “ba”).
  • Step 3: Reinforce the complete word (e.g., “ball”).

In this process, the child’s behavior is progressively shaped until they can perform the target behavior accurately.

What is the Difference Between Shaping and Differential Reinforcement?

Shaping and differential reinforcement are closely related concepts in ABA, with shaping being a broader process and differential reinforcement being a specific technique within that process. Shaping involves the reinforcement of successive approximations to guide a behavior towards a desired outcome. Differential reinforcement, on the other hand, focuses on reinforcing specific behaviors while not reinforcing others, fine-tuning the behavior within the shaping process..

Shaping and Stimulus Control Transfer

Stimulus control transfer involves gradually transferring the control of a behavior from one stimulus to another, which is often used in conjunction with shaping to help children respond correctly in different situations. For example, a child might initially respond to a verbal prompt to say “thank you,” but over time, the behavior is transferred to occur naturally in social settings without prompts.

Shaping and Positive Reinforcement

Shaping relies heavily on positive reinforcement to encourage and maintain desired behaviors. By rewarding each small step, children are motivated to continue progressing toward the target behavior. This reinforcement can take many forms, such as praise, tokens, or access to preferred activities.

Using Shaping to Teach New Behaviors at Home

Teaching new behaviors at home using shaping can be highly effective. Here’s how to start:

  1. Identify the Behavior: Choose a specific behavior to work on. For example, you might aawant your child to learn to set the table.
  2. Set Small Goals: Break the behavior into small, manageable steps. Start with placing one plate on the table, then add utensils, and so on.
  3. Reinforce Progress: Use positive reinforcement for each step achieved. Praise, stickers, or a favorite activity can motivate the child.
  4. Be Patient: Understand that learning takes time and persistence. Celebrate small successes and be patient with setbacks.

Heartlinks Can Help

Shaping in ABA therapy is a powerful tool that helps children with autism learn new behaviors through a gradual, reinforcing process. By understanding and applying shaping techniques, both therapists and parents can make significant strides in a child’s development. For more information on ABA techniques, visit Heartlinks ABA. Are you interested in learning more about shaping and other ABA techniques? Contact us at Heartlinks ABA to speak with our experts and get personalized guidance for your child’s development journey.

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