1. The Shaping Game Mickey Keenan University of Ulster N. Ireland

2. The Shaping Game 2 A science of behaviour The behavioural stream Differential reinforcement Shaping demonstration

3. The Celestial Sphere Old World View Scientis t New World View

7. What kinds of changes are likely to be observed under specific circumstances? Why is this person behaving in this way? If I wanted to produce particular kinds of changes, what sorts of circumstances should I arrange? Explanation: A statement about the kinds of changes one is likely to see under specific circumstances Can now answer questions like these: Technology of behaviour:

11. The Behavioural Stream

15. Measuring Behaviour Dimensions Topographical What the behaviour looks like Quantitative Frequency Duration Latency

16. Target Behaviour D i f f e r e n t i a l R e i n f o r c e m e n t o f S u c c e s s i v e A p p r o x i m a t i o n s Rft

17. DifferentialReinforcement Differential Reinforcement

18. Behavioural Stream Differential Reinforcement

19. Differing sounds across time Differential Reinforcement (i.e.,Variability)

20. More attention given to some sounds than others Differential Reinforcement

21. In presence of parent Differential Reinforcement

22. In presence of parent A variety of sounds occur Differential Reinforcement

23. In presence of parent Attention given to recognisable sounds A variety of sounds occur Differential Reinforcement

24. In presence of parent Attention given to recognisable sounds These sounds happen more often while others decrease (some variability) Differential Reinforcement

25. In presence of peers Attention given to social behaviour A variety of behaviours occur Differential Reinforcement

26. In presence of peers These behaviours happen more often while others decrease (some variability) Attention given to social behaviour

27. Shaping Planning for changes in behaviour

28. Select Shaping Differential Reinforcement

29. Select Shaping Change Criterion for Reinforcement (i.e., select a different behaviour) Creates variability

30. Select Shaping SelectChange Criterion Creates variability Change Criterion for Reinforcement (i.e., select a different behaviour)

31. Shaping Select Change Criterion for Reinforcement SelectChange Criterion Select Change Criterion Goal Differential Reinforcement Successive approximations

32. Shaping In the Natural Environment Learning to walk on ice, riding a bicycle..... Advances in science and technology have been shaped by successes and failures in dealing with nature

33. Shaping Teaching The effective teacher picks student up at precisely his/her current skill level. Shaping ensures that learning is enjoyable because students are rewarded for doing what they do best at each step

34. Shaping

35. IF this behaviour... THEN this consequence Let this path represent a segment of time and space

36. OK, your instructions are very simple. You have to make that light come on by behaving. OK, and I’ll tap the table when you’re finished. OK, begin! IF this behaviour... THEN this consequence

38. Differential Reinforcement

39. IF this behaviour... THEN this consequence If consequences had not been arranged across time in the way they were, Stephen would not have engaged in the target behaviour.

40. IF this behaviour... THEN this consequence This means the Explanation for his behaviour is found in the Contingencies that were arranged.

41. Stimulus Control Further Exercises

42. Stimulus Control Further Exercises This next animation is a simulation of what I used to demonstrate Stimulus Control. The target behaviour was picking up something and placing it somewhere else. However, a chair is place in the path of the object to bring out ‘sitting down behaviour’, and a container is placed in front of the final component of the chain to bring out ‘putting in behaviour’. Prior to the acutal shaping you ask the class to consider the implications if the effects of Stimulus Control are evident. That is, ask them about the implications for the thoughts of the volunteer immediately before the actions take place. Given that we predict the behaviour, is their decision to engage in this behaviour an explanation for the behaviour? Or is it simply more behaviour of the behavioural stream?

43. Stimulus Control

44. Definition Recording Stimulus Control Further Exercises

45. Definition The aim is to teach the importance of defining behaviour accurately by showing the consequences when this is not done properly. Select 2 or more students to shape a behaviour at the same time. The behaviour you ask them to shape must be described IMPRECISELY and you begin the exercise quickly before they have a chance to seek clarification. During shaping each student will have a different definition of the target behaviour and confusion will arise. Interrupt the exercise to ask the person being shaped how s/he feels. You will get some indication of stress. Use this information to draw attention to two issues: 1. Although this is a role play, a real person is experiencing real stress. The explanation is found in the contingencies in operation. 2. Lack of agreed definitions of the target behaviour (s) is the problem. In a family setting this can cause problems when all are not working together as a team. In effect, each person shaping is functioning as a family member and this family isn’t organised!

46. Recording The aim is to (i) teach the importance of having agreed definitions of behaviour, and (ii) to show the limitations of the behavioural interview. (i) Prepare in advance a rough outline of the floor area where the shaping is to take place. Copy this onto several pieces of clear plastic film for an overhead projector. Give each piece of film to a student along with a coloured pen so s/he can draw on it. Tell students that they can ‘record’ behaviour by following the path of the person being shaping by simply tracing the path on the film. Reinforcer occurrences are marked with a tick. (ii) Before you begin the shaping exercise send out of the room the person to be shaped AND another person. Don’t say anything about this second person. Next, select your target behaviour and begin the exercise. When finished, collect the data sheets (i.e., the plastic films) and place them on the data projector, on top of each other. Draw attention to inconsistency in the data. Next, bring in the other person to the room. Say to him/her that s/he is free to interview the person who was shaped. For example, s/he could simply say “What did you do?”. The whole class will see what this second person didn’t see, and even the rough data sheets provide more information than is available from the verbal report.

48. Timing Short delay v Long delay Definition Recording Stimulus Control Further Exercises

49. Timing This exercise is intended to show the effects of delaying the reinforcer presentation. When the person being shaped has left the room, ask about 10 or more students to secretly hold hands in such a way that when s/he returns s/he will not notice. This chain of people constitutes a controlled delay mechanism. The first person in the chain is to do the shaping. Once s/he is ready to deliver a reinforcer, s/he squeezes the hand of the next person in the chain. Hand squeezing moves along the chain until the last person feels the squeeze. At this point, the last person delivers the reinforcer.

50. Timing/Contingency This exercise is intended to show the effects of disrupting the behaviour-reinforcer contingency. Send 3 people out of the room. Bring in 1 person and during the shaping game record the sound of the clicker during the session. Bring in a second person and simply play back the recording, being sure to use the same instructions as used with the first person. Repeat with the 3rd person.