While most of the discussion so far has centered around simple behaviors -- eliciting a choice, a particular phrase, etc. -- many of the behaviors that a child needs to be taught are more complex, made up of many such simpler skills.

There are a pair of techniques that one can use to teach more complex behaviors.

Shaping

Shaping is the process by which successively closer approximations of a behavior are reinforced. Shaping allows reasonable goals to be set and gives the child many chances for success on his way to learning a new, challenging behavior.

Shaping begins with a step analysis. A step analysis is the breaking down of a target behavior into smaller, more manageable steps which bring the child successively closer to that target behavior. The goal is for the child to work towards completion of the first step, for which he is reinforced. When he masters that step, the next step becomes the new goal and the child is differentially reinforced until he masters that goal, and so on.

Example 1

Current Level: John can currently play independently for three minutes but needs three or four prompts to stay in play area.

Goal: John will play independently for ten minutes with two or fewer prompts.

Step Analysis:

1. John will play for two minutes with two or fewer prompts.
2. John will play for four minutes with two or fewer prompts.
3. John will play for six minutes with two or fewer prompts.
4. John will play for eight minutes with two or fewer prompts.
5. John will play for ten minutes with two or fewer prompts.

Example 2

Current Level: Emily can currently complete about a quarter of her math paper independently, but makes approximately eight errors each time.

Goal: Emily will complete her math paper with five or fewer errors.

Step Analysis:

1. Emily will complete 1/5 of her math paper with 5 or fewer errors.
2. Emily will complete 2/5 of her math paper with 5 or fewer errors.
3. Emily will complete 3/5 of her math paper with 5 or fewer errors.
4. Emily will complete 4/5 of her math paper with 5 or fewer errors.
5. Emily will complete all of her math paper with 5 or fewer errors.

Example 3

Current Level: Mark does not know his address.

Goal: Mark will learn his address.

Step Analysis:

When asked, "Where do you live?" Mark will:

1. Recite the first two digits in his house number.
2. Recite the first four digits in his house number.
3. Recite all six digits in his house number.
4. Recite his house number and his street name.
5. Recite his house number, his street name, and his city.

Chaining

Chaining is the linking of component behaviors into a more complex, composite behavior. Chaining is useful for teaching those behaviors that occur in essentially the same order each time, and is especially useful for teaching self-help skills.

Where shaping uses a step analysis, chaining uses a task analysis. A task analysis is the breaking down of a behavior into its component behaviors.

Example 1

Goal: Rachel will brush her teeth.

1. Get toothbrush
2. Get toothpaste
3. Turn on cold water
4. Run toothbrush under water
5. Remove cap from toothpaste
6. Place cap on rim of basin
7. Apply toothpaste to toothbrush
8. Brush
9. Spit
10. Rinse toothbrush
11. Fill cup with water
12. Rinse mouth
13. Spit
14. Turn off water
15. Put cap on toothpaste
16. Put toothpaste away
17. Put toothbrush away

Of course, not all children will need this degree of specificity. Some children, however, may need even more. For example, a child may need to be taught to set a timer so that he brushes for an appropriate amount of time. Or a child may need to be taught to brush his teeth in a particular order so that he doe not miss any.

There are two varieties of chaining:

In forward chaining the child is taught the first portion of the task and is then prompted through the remainder. Once that step is mastered, the child is taught the second step. Once he has mastered those two steps together he is taught the third, etc.

In backward chaining the child is taught the final step first. He is prompted through all of the steps up until the last, at which point the teacher pauses and waits for the child to finish the task on his own. As he masters that step, the teacher teaches the second to last step, and so on.

[ Previous | Contents ]