4 Shaping New Skills
Learn how to define a new behavior, build individualized steps toward it, and adjust reinforcement as the learner progresses.
How builds behavior
teaches a new behavior by reinforcing : responses that progressively resemble a clearly defined . As the learner succeeds, the criterion for reinforcement shifts toward closer approximations until the occurs. This is because some responses are reinforced while others are not.
is useful when the learner is unlikely to perform the complete without first learning smaller changes in a measurable feature, such as the response’s form, duration, or distance. It differs from , which teaches a sequence of distinct steps.
Define the target and starting point
Define the precisely, including what the learner will do and the conditions under which the response counts. The definition should be observable and measurable so different people can recognize and record the same behavior.
For example, “communicates clearly” is vague, while “says ‘help’ aloud after encountering a difficult task” specifies an observable response and its condition. A precise definition supports consistent teaching and progress monitoring.
Check the learner’s : what they already do, how often, and under what circumstances. Whenever possible, choose a starting approximation that builds on a response already in the learner’s repertoire.
Choose achievable steps
Plan a short sequence from the learner’s current response to the target. Each step should be observable, closer to the target, achievable with practice, and adjustable according to the learner’s progress. A step should change a feature that genuinely advances the skill.
For example, a possible sequence for teaching a learner to say “open” to request help with a container is:
Produce a relevant vocal sound after the container is presented.
Say “oh.”
Say “ope.”
Say “open.”
The sequence must fit the individual learner; learners will not necessarily use the same approximations. If a step is too difficult, choose a smaller change. If the learner meets a step reliably, move the criterion closer to the target.
Reinforce progress and adjust
Choose a that matters to the learner and deliver it promptly when the current approximation occurs. In the container example, the instructor might immediately help open it after the learner produces the sound or word that currently meets the criterion.
As the response becomes reliable, reinforce a closer approximation and stop arranging reinforcement for the earlier approximation as the taught response. The aim is to shift what earns reinforcement gradually, not to punish errors or remove access to necessary communication.
Record whether the learner meets the current criterion. If progress stalls, check whether the is effective, whether the response is being recognized consistently, and whether the step is too large. Adjust the criterion rather than repeatedly requiring a response the learner cannot yet perform.
Once the is established, reinforcement can be delivered less often gradually, if appropriate, while continuing to support the skill.