When can Shaping be used as an

intervention?
Shaping can be used to increase or decrease
behaviors/delays. Consider the following:
1. Language delays- An adult can work with a
child with language delay by reinforcing
utterances or approximation of words. The
adult should always consider reinforcing
advancing attempts.
2. Increasing on task behavior- An adult can
work with a child to increase on task
behaviors by reinforcing time intervals where
the child is staying on task at an increasing
rate over time.
3. Decreasing undesirable behaviors- An adult
can work with a child who is showing
undesirable behaviors by reinforcing the
number of times that that child refrains from
engaging in that behavior for an increasing
period of time.
4. Fears/phobias- An adult can work with a child
who is showing fears or phobias by gradually
reinforcing the child for tolerating the fear or
phobia in closer proximitiy over time, or for
extended periods over time.
5. Academic tasks- An adult can work with a
child who is having trouble completing work
by reinforcing the completion of work in
larger chunks over time.
The possibilities are endless!!!


Stacey Jenkins
Early Intervention Student
Kent State University
Questions?
Sjenki22@kent.edu

Helping Children Achieve Goals
Intervention Toolbox: Shaping
References

Athens, E. S., & Vollimer, T. R. (2007). Shaping academic
task engagement wtih percentile schedules.
Journal of Applied Behavior Analysis, 475-488.

Cuvo, A., Reagan, A. L., Ackerlund, J., Huckfeldt, R., &
Kelly, C. (2010). Training children with autism
spectum disorders to be compliant with a
physical exam. Reserach in Autism Spectrum
Disorders, 168-185.

Feeley, K. M., Jones, E. A., & Blackburn, C. B. (2011).
Advancing imitation and requesting skills in
toddlers with Down Syndrome. Research in
Developmental Disabilities, 2415-2430.

Newman, B., Reinecke, D., & Ramos, M. (2009). Is a
reasonable attempt reasonable? Shaping versus
reinforcing verbal attempts in preschoolers wtih
autism. The Analysis of Verbal Behavior, 67-72.

Ricciardi, J. N., Luiselli, J. K., & Camare, M. (2006).
Shaping approach responses as intervention for
specific phobia in a child with autism. Journal of
Appplied Behavior Analysis, 445-448.

Valentino, A., Shillingsburg, A., Call, N., Burton, B., &
Bowen, C. (2011). An investigation of
extinction-induced vocalizations. Behavior
Modification, 284-298.


What is Shaping?
Shaping is used to reinforce approximations of a behavior
or task with an end product in mind. It is working with a
child to reinforce efforts at getting towards a target
behavior. The child should be reinforced when they are
demonstrating behaviors that show increase toward the
final behavior.
Why is shaping important?
Shaping allows children to feel success while working
towards a larger goal. Sometimes, to achieve a final
product, it is necessary to make progress towards getting
there. By shaping reasonable efforts to getting to a final
product, the child can feel success and the adult can feel
less frustration.


How do you complete a shaping intervention?
1. Determine a target behavior. What is it you
want the child to do? Define this behavior in
measurable terms. Chart this as the target
behavior.
2. Determine all efforts that will be reinforced in
working towards the target behavior? What will
constitute the reasonable efforts in getting to
the target behavior? Chart them on a list,
starting with the first reasonable effort and
ending with the target behavior.
3. Engage the child in play. Start at the bottom of
the list, and reinforce the child for each effort.
Tally the amount of times the child is able to
complete the task at each tier. Determine when
you will move to the next level. For example, if
you want the child to complete level 1 for 5
consecutive trials, then move up, follow this
pattern consistently.
4. Complete this intervention until the target
behavior is reached. Continue reinforcing this
behavior until the child shows they no longer
need reinforced to exhibit this behavior on a
regular basis.


Materials
Salient reinforcement: Find out what the child considers
to be reinforcing. Reinforcement can include: tangible
objects such as stickers, treats, tokens, etc. or intangible
objects such as verbal praise, a pat on the back, a smile,
ect.
A chart with all behaviors listed: All behaviors need to be
defined so that anyone who is implementing the
intervention can use the chart to tally success of the
intervention.
Safe environment: The intervention should take place
where the child is expected to complete the behavior.







Chart example:
Behavior Count (must
happen 5
consecutive times
to move to next
tier.)
Accomplished
Tier 1- Child will
play in the same
vicinity as an
adult for 3
minutes with the
same materials.




Tier 2- Child walks
to an adult when
that adult asks
the child to play.




Tier 3- Child will
play with an adult
for 1 minute
when asked.




Tier 4- Child will
play with an adult
for 2 minutes
when asked.




Target Behavior




Target Behavior= Child plays with an adult for 3
minutes when asked.
Reinforcement= Verbal praise, i.e, I like how you
and smiling at the child.