Teaching a child with autism complex skills, like using a full sentence, can sound impossible for some families. However, the magic of Applied Behavior Analysis (ABA) can transform that into a reality.
ABA is a well-established therapeutic approach used to improve desired behaviors and skills through systematic interventions that can benefit children with autism.
Among its many strategies, shaping in ABA is used to gradually guide behavior toward a desired goal. This method is especially effective in teaching new or complex skills while modifying behaviors, making it a cornerstone of ABA practice.
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ABA Therapy for Autism
What is shaping in ABA?
Shaping is a technique that involves reinforcing gradual steps toward a target behavior or goal. This technique helps individuals make progress by breaking down complex tasks into manageable steps and systematically leading them to the ultimate goal.
By rewarding each small step towards the desired behavior, shaping encourages gradual progress and helps build complex skills over time.
The principle behind shaping is rooted in the concept of operant conditioning, where behavior is influenced by its consequences. This means that if a target behavior is followed by reinforcement, it is more likely to occur again.
When should shaping be used for autism?
Shaping is particularly effective for behaviors we want to increase, complex desired behaviors, or when the individual’s current performance level is further from the ultimate goal.
To determine when shaping is appropriate, look for behaviors that can be broken down into smaller, manageable steps and where gradual progress can be clearly measured.
Shaping is ideal when behavior cannot be learned in a single step but can be developed through successive approximations, allowing for continuous reinforcement and motivation throughout the learning process.
Example of shaping in ABA
Consider a child with autism getting ready for potty training. To successfully potty train, the child needs to be able to sit on the toilet for several minutes at a time.
Many children with autism struggle with this skill. Shaping may be an appropriate teaching method to prepare them for potty training.
The first step would be to assess where the child is currently at. Let’s say they can walk into the bathroom but cannot walk into the stall without engaging in challenging behavior.
Using shaping, we can break it down into more manageable steps:
- Step 1: Touch the stall door
- Step 2: Open the stall door
- Step 3: Walk into the stall
- Step 4: Stand next to the toilet
…and so on until they meet the goal of sitting on the toilet for several minutes.
Reinforcement would be provided, and mastery criteria would be set before moving to the next step. Although this process may take time and patience, it can be more manageable and successful for a child with autism.
Shaping procedures in ABA
The shaping process in ABA therapy involves several key steps to ensure effective learning and behavior modification.
Here’s a step-by-step guide on how behaviors are shaped:
- Identify the target behavior: Determine the specific behavior you want to teach or modify, such as a child learning to say, “I want a cookie.”
- Break down the behavior: Decompose the target behavior into smaller, manageable steps. For example, if teaching a full sentence, start with one word like “cookie.”
- Determine the prompt level: Identify how much prompting the individual needs to learn the skill. If it is a brand-new skill, consider a more intrusive prompt.
- Reinforce successive approximations: Provide reinforcement for each completed step.
- Increase gradual progression: As the individual meets each small goal, increase the criteria to bring them closer to the target behavior. Continue to provide reinforcement for each incremental step.
Benefits of shaping behavior
Shaping can be greatly beneficial when teaching a new skill to a child with autism. Not only can it increase skill acquisition, but it can also promote resilience and decrease challenging behavior.
Shaping can help individuals engage in more appropriate social activities, broaden their language skills, and expand their access to their school and community. A structured and gradual approach can make long-term and more complex goals achievable.
A 2006 study demonstrated how shaping helped a young boy overcome his phobia of animatronic toys. As a result, his family no longer had to worry about what would happen when they took him to the store or when he was around other children.
A 2019 study successfully used shaping techniques to increase eye contact in three preschool-aged children, improving their ability to pay attention before receiving instructions. These foundational skills are essential for language development and academic learning.
Patience is key
Although it can take time, shaping procedures can facilitate skill acquisition and foster long-term behavior change. Its effectiveness is evident from its role in transforming challenges into manageable milestones.
Emphasizing the importance of shaping in behavioral therapy, we see that this method offers a positive and encouraging pathway to success, helping individuals build essential skills and reach their full potential.
FAQs
Q: What is an example of shaping in ABA?
A: An example can include increasing the amount of time a child can sit at the dinner table with their family. If the ultimate goal is 20 minutes while eating a meal, the first step may be 5 minutes while playing with preferred toys.
Q: What is a shaping activity?
A: A shaping activity is a structured teaching method that involves breaking down a complex behavior into smaller, manageable steps and gradually reinforcing each step until the individual reaches the final target behavior.
Q: What is the difference between shaping and chaining?
A: Shaping focuses on reinforcing the gradual succession of one behavior to a terminal goal, while chaining involves teaching a sequence of behaviors.
Q: When should you not use shaping in ABA?
A: Shaping would not be appropriate to teach a sequence of behaviors, behaviors that require immediate intervention, or if the behavior cannot be broken down into manageable steps.
Resources:
Fonger, A.M., MaloL, R.W. Using Shaping to Teach Eye Contact to Children with Autism Spectrum Disorder. Behav Analysis Practice 12, 216–221 (2019). https://doi.org/10.1007/s40617-018-0245-9
Ricciardi, J.N., Luiselli, J.K. and Camare, M. (2006), SHAPING APPROACH RESPONSES AS INTERVENTION FOR SPECIFIC PHOBIA IN A CHILD WITH AUTISM. Journal of Applied Behavior Analysis, 39: 445-448. https://doi.org/10.1901/jaba.2006.158-05
