Shaping

Shaping teaches a new behavior by reinforcing small steps that get closer and closer to the goal. At first, a rough version of the skill earns a reward. Later, only closer versions do, until your child reaches the target. It's related to prompting, which adds help, and to chaining, which links the steps of a routine, but it isn't the same as either.

Registered Behavior Technicians (RBTs) carry out shaping, and Board Certified Behavior Analysts (BCBAs) plan it. In research studies, the steps are often planned ahead of time. Cihon and colleagues also describe flexible shaping, where the clinician moves the bar up or down in the moment. They say it may be common in practice. If a step is too big and your child struggles, the team can go back to an easier one.

In one study, a child with autism was afraid of certain figures. Lines of tape on the floor marked each step, and the child earned rewards for moving a little closer each time. Shaping has also been used to help children with autism accept more foods, and to build simple requests into more complex ones. Each small improvement earns a reward until your child reaches the next step, so progress counts along the way.

• The goal and the steps: Ask your BCBA what the target skill is and what the first few steps look like.
• When a step is too hard: Ask what the team does if your child gets stuck or upset at a step.
• Practicing at home: Ask which step your child is on, so you reward the same version at home.