1. Mick Needham
Jason Otto
39 Questions. Approximately 40 minutes to complete.
Shaping
Homework

3. Alright. You must have pushed the
enter key or the right arrow key.
When you push the  key you
advance through the show. Push it
now.When you’re prepared to go on, push the
 key. When you see a button or multiple
choice question, you will left click to
select your answer.
A. Left-click me

4. Alright. You must have pushed the
enter key or the right arrow key.
When you push the  key you advance
through the show. Push it now.
When you’re prepared to go on, push the
 key. When you see a button or multiple
choice question, then you will use the TAB
key to select your answer.
When you get the right answer, you will
continue by hitting the  key again. Do
this now.
Good.

5. you will mark your answer on the
paper form for this homework.
There’s one more thing or two.
When you see a question and this
picture,
Form
Questio
n #1
You will mark your answer before you
click the answer here on the screen.

6. So when you see this picture, you
mark your paper form first, then
you click your answer on the
screen second. (This time you
won’t mark your homework.)
A. True
B. False Form
Questio
n #Left-click
your answer

7. So when you see this picture, you
mark your paper form first, then
you click your answer on the
screen second. (This time you
won’t mark your homework.)
A. True
B. False Form
Questio
n #

8. So when you see this picture, you
mark your paper form first, then
you click your answer on the
screen second. (This time you
won’t mark your homework.)
A. True
B. False
Form
Questio
n #
Right on. Now
dive in by hitting
the right arrow
key.

9. Welcome to the Computer-
based Programmed
Instruction on
This program will
help you increase
your knowledge
and understanding
of behavior
analysis and
SHAPING.

10. You may have already read
about Andrew in
Elementary Principles of
Behavior, but we’re going
to use his story to give
you some practice and to
integrate some terms
you’re already familiar
with.
In the nineteen years
that Andrew lived in Big
State Hospital he
hadn’t spoken a single
word.

11. He attended group
therapy sessions where he
was typically unresponsive
to the external
environment.

12. One day at therapy,
Dawn, the group
therapist dropped a
piece of gum.
Andrew took
immediate notice
of the piece gum,
which was a rather
unusual reaction
for him.

13. Dawn was
shocked by
Andrew’s
reaction.
She thought
that gum
might be a
reinforcer for
Andrew.

14. A reinforcer is defined as a stimulus, event, or
condition whose presentation immediately follows
a response and the frequency of the
response.
A. Decreases
B. Increases
C. Has no effect on
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your answer
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your answer
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your answer
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your answer
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your answer
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your answer
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on your answer sheet.
Question #1
#1
(38 total)
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15. A. Decreases
B. Increases
C. Has no effect on
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your answer
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your answer
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your answer
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your answer
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your answer
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your answer
Good effort!
Give it
another try.
A reinforcer is defined as a stimulus, event, or
condition whose presentation immediately follows
a response and the frequency of the
response.
Question #1

16. Left-click
your answer
A. Decreases
B. Increases
Left-click
your answer
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your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Nope, presenting a
reinforcer does
have an effect on
the frequency of
the response.
A reinforcer is defined as a stimulus, event, or
condition whose presentation immediately follows
a response and the frequency of the
response.
Question #1

17. A reinforcer is defined as a stimulus, event, or
condition whose presentation immediately follows
a response and the frequency of the
response.
A. Decreases
B. Increases
C. Has no effect on
Let’s keep going!
Nice
Job!
Question #1

18. Dawn gave Andrew
a piece of gum
each time he
looked at the gum
she was holding
near her face.
We know the sight
of the gum was a
reinforcer for
Andrew because it
increased the
frequency of
looking at the gum.

19. Before:
Andrew has no gum
Before
Andrew looks at the
gum near Dawns Face
After:
Andrew has gum
Reinforcement

20. What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
A. Punishment
B. Escape
C. Reinforcement
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your answer
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your answer
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your answer
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on your answer sheet.
Question #2
#2
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21. A. Punishment
B. Escape
C. Reinforcement
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your answer
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your answer
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your answer
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your answer
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your answer
Please your answer
on your answer sheet.
Question #2
What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
No. Punishment is
used to decrease
the frequency of a
response

22. A. Punishment
B. Escape
C. Reinforcement
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your answer
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your answer
Left-click
your answer
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your answer
Left-click
your answer
Please your answer
on your answer sheet.
Question #2
What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
No. Escape is the
response
contingent
removal of an
aversive
condition .

23. A. Punishment
B. Escape
C. Reinforcement
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your answer
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your answer
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your answer
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your answer
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your answer
Please your answer
on your answer sheet.
Question #2
What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
No, try
again.

24. A. Punishment
B. Escape
C. Reinforcement
Please your answer
on your answer sheet.
Question #2
What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
That’s Right!!
Dawn was using
reinforcement to
increase
Andrew’s looking
at the gum!

25. Dawn had established
a reinforcer to begin
shaping Andrew’s
behavior.
But what behavior
should she choose
to shape?
She should choose a behavior
that will hopefully increase
Andrew’s quality of life,
happiness, and ability to
interact with other people!

26. A. Initial behavior
B. Intermediate behavior
She picked
speaking as
the goal.
What do we
call the goal
of the
shaping
intervention?
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your answer
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your answer
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your answer
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your answer
Question #3
#3
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27. A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
She picked
speaking as
the goal.
What do we
call the goal
of the
shaping
intervention?
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
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your answer
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your answer
Left-click
your answer
No, the initial
behavior is the
current behavior
occurring at
some minimal
frequency.
Question #3

28. A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
She picked
speaking as
the goal.
What do we
call the goal
of the
shaping
intervention?
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
No, the
intermediate
behavior in the
behavior that
more closely
resembles the
goal (speaking).
Question #3

29. A. Initial behavior
B. Intermediate behavior
She picked
speaking as
the goal.
Yes. The goal
of the shaping
intervention is
the terminal
behavior.
Question #3

30. In deciding the goal
of the shaping
intervention,
Dawn had to figure
out the physical
properties of
speaking.

31. A. Response dimensions
B. Response class
What are
the physical
properties
called?
Left-click
your answer
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your answer
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your answer
When we talk
about the
individual physical
properties of
moving lips,
making small
croaking sounds,
and speaking we
are talking about
what?
Question #4
#4
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32. A. Response dimensions
B. Response class
No, with a
response class
we’re talking
about the
response
necessary for
reinforcement
Left-click
your answer
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your answer
Left-click
your answer
When we talk
about the
individual physical
properties of
moving lips,
making small
croaking sounds,
and speaking we
are talking about
what?
Question #4

33. A. Response dimensions
B. Response class
Yes, the
dimensions
of a
response are
the physical
properties.
When we talk
about the
individual physical
properties of
moving lips,
making small
croaking sounds,
and speaking we
are talking about
what?
Question #4

34. When we talk
about moving lips,
making small
croaking sounds,
and speaking all
resulting in gum,
we are talking
about what?
A. Response dimensions
B. Response class
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your answer
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your answer
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your answer
Question #5
#5
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35. A. Response dimensions
B. Response class
No, a response
dimension is
talking about
just the
physical
properties of a
response.
Left-click
your answer
Left-click
your answer
Left-click
your answer
When we talk
about moving lips,
making small
croaking sounds,
and speaking all
resulting in gum,
we are talking
about what?
Question #5

36. A. Response dimensions
B. Response class
Yes, the
response class
shares the
effects of
reinforcement.
When we talk
about moving lips,
making small
croaking sounds,
and speaking all
resulting in gum,
we are talking
about what?
Question #5

37. Response dimensions can involve the
• form, sequence or location of a
response (topography),
•the time from the beginning to
the end of a response (duration),
•how often a response occurs (rate), or
•how much effort the response requires
(force or intensity),
•and several other physical properties.

38. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
What’s the
response
dimension?
A. Intensity or force
B. Rate
C. Topography
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your answer
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your answer
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your answer
Question #6
#6
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your homework now.

39. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
No, if Dawn
were shaping
intensity or
force she’d be
reinforcing
higher and
higher volumes
of speaking,
for example.
A. Intensity or force
B. Rate
C. Topography
Left-click
your answer
Left-click
your answer
Left-click
your answer
Question #6

40. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
A. Intensity or force
B. Rate
C. Topography
Left-click
your answer
Left-click
your answer
Left-click
your answer
No, if Dawn
were shaping
rate she’d be
reinforcing
faster and
faster speeds
of speaking,
for example.
Question #6

41. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
A. Intensity or force
B. Rate
C. Topography
Left-click
your answer
Left-click
your answer
Left-click
your answer
No, if Dawn
were shaping
duration she’d
be reinforcing
longer and
longer speech
sounds, for
example.
Question #6

42. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
Correct.
Dawn
reinforces
the form
of
Andrew’s
speech.
A. Intensity or force
B. Rate
C. Topography
Question #6

43. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
What’s the
response
dimension?
Question #7
#7
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44. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
No, shaping
rate would
be shaping
often he
says gum.
Question #7

45. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
No, shaping
topography
would be
shaping
how clearly
he says
gum.
Question #7

46. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
No, duration
would be the
amount of
time from
the
beginning to
the end the
word “gum.”
Question #7

47. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
Correct. It’s
important to know
what response
dimension along
which you are
shaping because if
you aren’t
changing behavior
along a response
dimension then
you are not
shaping.
Question #7

48. Let’s also say that Andrew
can already speak but he
speaks only with Dawn and
others living with him.
Dawn then works with him
so that he speaks with all
sorts of people (i.e., in the
presence of other stimuli)
Is this shaping?
A. Yes
B. No
#8

49. Let’s also say that Andrew
can already speak but he
speaks only with Dawn and
others living with him.
Dawn then works with him
so that he speaks with all
sorts of people (in the
presence of other stimuli)
Is this shaping?
A. Yes
B. No
The stimuli and contingencies
present when Andrew speaks
may change, but speaking isn’t
changing along some response
dimension, so it’s not shaping.

50. Let’s also say that Andrew
can already speak but he
speaks only with Dawn and
others living with him.
Dawn then works with him
so that he speaks with all
sorts of people (in the
presence of other stimuli)
Is this shaping?
A. Yes
B. No
Correct, the stimuli and
contingencies present when
Andrew speaks may change,
but speaking isn’t changing
along some response dimension,
so it’s not shaping.

51. After several
weeks of
reinforcing
Andrew’s behavior
of looking at the
gum near her face,
one day he slightly
moved his lips.
Dawn immediately
gave Andrew a piece
of gum.

52. BeforeBefore BehaviorBehavior AfterAfter
? Andrew
has gum
Andrew
has no
gum
Here’s the first criterion for reinforcement
in the shaping procedure. What is Andrew
doing now that resembles speaking?
A. Andrew looks at the gum
B. Andrew moves his lips
C. Andrew speaks
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#9
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53. BeforeBefore BehaviorBehavior AfterAfter
? Andrew
has gum
Andrew
has no
gum
A. Andrew looks at the gum
B. Andrew moves his lips
C. Andrew speaks
Left-click
your answer
Left-click
your answer
Here’s the first criterion for reinforcement
in the shaping procedure. What is Andrew
doing now that resembles speaking?
No, that’s a
prerequisite to
training; but it’s
not similar to
speaking in the
response
dimension.

54. BeforeBefore BehaviorBehavior AfterAfter
? Andrew
has gum
Andrew
has no
gum
A. Andrew looks at the gum
B. Andrew moves his lips
C. Andrew speaks
Left-click
your answer
Left-click
your answer
Here’s the first criterion for reinforcement
in the shaping procedure. What is Andrew
doing now that resembles speaking?
No, that’s not
occurring for
Dawn to
reinforce.

55. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Andrew looks at the gum
B. Andrew moves his lips
C. Andrew speaks
Here’s the first criterion for reinforcement
in the shaping procedure. What is Andrew
doing now that resembles speaking?
Correct, it’s the
behavior that’s
occurring at some
minimal frequency and
resembles speaking in
some way.

56. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
Left-click
your answer
What do we call this behavior?
Remember, eye contact was not
in the speaking response class (so
it wasn’t the initial behavior, just
a prerequisite).
#1
0
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57. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
Left-click
your answer
No, we’ve just
started shaping
speaking behavior.

58. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
No, the terminal
behavior is the
goal, speaking.
Left-click
your answer

59. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
Right, Andrew’s moving
his lips is the first
behavior resembling
speaking.

60. Although lip movement
is a long way from
actually speaking
it was a behavior that
resembled speaking in
some way.
And it gave Dawn a
place to begin shaping
Andrews speech.
Saving the world
with behavior
analysis

61. Remember that Dawn started out
reinforcing Andrew’s looking behavior.
This behavior does not resemble
speaking like the initial behavior of
moving lips.
Remember that Dawn started out
reinforcing Andrew’s looking behavior.
This behavior does not resemble
speaking like the initial behavior of
moving lips.
But she needed to start with looking
because she needs Andrew’s attention
(he must look at her) to begin shaping
his speech.
Remember that Dawn started out
reinforcing Andrew’s looking behavior.
This behavior does not resemble
speaking like the initial behavior of
moving lips.
But she needed to start with looking
because she needs Andrew’s attention
(he must look at her) to begin shaping
his speech.
Now when Andrew just looks at the
gum, Dawn will not give him the gum
because she wants to increase only
behaviors that more closely resemble
the terminal behavior (speaking).

62. So if Dawn wants to shape
speaking but also keep Andrew’s
attention, then what must
Andrew do before she delivers
the gum.
A. Look at the gum only
B. Move his lips only
C. Look at the gum and move his lips
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63. A. Look at the gum only
B. Move his lips only
C. Look at the gum and move his lips
So if Dawn wants to shape
speaking but also keep Andrew’s
attention, then what must
Andrew do before she delivers
the gum.
No. Looking at the gum near
Dawn’s face (being
attentive) is necessary to
train speaking, but it does
not resemble the terminal
behavior.
Left-click
your answer
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your answer
Left-click
your answer
Left-click
your answer

64. A. Look at the gum only
B. Move his lips only
C. Look at the gum and move his lips
So if Dawn wants to shape
speaking but also keep Andrew’s
attention, then what must
Andrew do before she delivers
the gum.
No. Looking at the gum near
Dawn’s face (being
attentive) is necessary to
train speaking, even though
it does not resemble the
terminal behavior.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer

65. A. Look at the gum only
B. Move his lips only
C. Look at the gum and move his lips
So if Dawn wants to shape
speaking but also keep Andrew’s
attention, then what must
Andrew do before she delivers
the gum.
Correct. Looking at
the gum near Dawn’s
face (being attentive)
is necessary to train
speaking, but it does
not resemble the
terminal behavior.

66. When shaping
behavior, it’s
sometimes difficult to
know when to stop
reinforcing a particular
response that
approximates the
terminal behavior.

67. Dawn needs to
reinforce successive
approximations to
speaking, but she must
be sure not to get
stuck on an
approximation.
Keep the
procedure
moving.

75. BeforeBefore
BehaviorBehavior
Behavior
A.
Andrew moves his lips
, and looks at the
gum
B.
Andrew only looks at the gum
Behavior
A.
Andrew moves his lips
, and looks at the
gum
B.
Andrew only looks at the gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the initial behavior.
Please your answer
on your answer sheet.
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2
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your answer
Left-click
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Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer

76. BeforeBefore
BehaviorBehavior
Behavior
A.
Andrew moves his lips
B. Andrew only
looks at the gum
Behavior
A.
Andrew moves his lips
B. Andrew only
looks at the gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the initial behavior.
Please your answer
on your answer sheet.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
He must look at the gum,
then move his lips. Dawn
will reinforce lip
movement now that
looking at the gum is
occurring at a high rate.
Try
Again.

77. BeforeBefore
Behavior
A.
Andrew moves his lips
and looks at gum
B.
Andrew only looks at the gum
Behavior
A.
Andrew moves his lips
and looks at gum
B.
Andrew only looks at the gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the initial behavior.
Please your answer
on your answer sheet.
#1
3
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your answer

78. BeforeBefore
Behavior
A. Andrew moves
his lips and looks
at gum
B.
Andrew only looks at the gum
Behavior
A. Andrew moves
his lips and looks
at gum
B.
Andrew only looks at the gum
Behavior
Andrew moves
his lips
Behavior
Andrew moves
his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the initial behavior.
Please your answer
on your answer sheet.
Left-click
your answer

79. Before
A.
Andrew has no gum
B.
Andrew has gum
Before
A.
Andrew has no gum
B.
Andrew has gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
#1
4
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Left-click
your answer

80. Before
A.
Andrew has no gum
B. Andrew has
gum
Before
A.
Andrew has no gum
B. Andrew has
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
Left-click
your answer

81. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
After
A.
Andrew has no gu
B.
Andrew has gum
After
A.
Andrew has no gum
B.
Andrew has gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#1
5
Write your first choice on
your homework now.
Left-click
your answer

82. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
After
A. Andrew has
no gum
B.
Andrew has gum
After
A. Andrew has
no gum
B.
Andrew has gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.

83. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
After
Andrew has
gum
After
Andrew has
gum
After
A.
Andrew has no gu
B.
Andrew has gum
After
A.
Andrew has no gum
B.
Andrew has gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#1
6
Write your first choice on
your homework now.
Left-click
your answer

84. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
After
Andrew has
gum
After
Andrew has
gum
After
A.
Andrew has no gu
B. Andrew has
gum
After
A.
Andrew has no gum
B. Andrew has
gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
Left-click
your answer

85. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips
Behavior
Andrew moves
his lips
After
Andrew has
gum
After
Andrew has
gum
After
Andrew has no
gum
After
Andrew has no
gum
Reinforcement
No Reinforcement
Since Dawn had seen
some lip movement
she was able to
differentially
reinforce lip moving
and stop reinforcing
simply looking at the
gum. She couldn’t
stop reinforcing
simply looking at the
gum until there were
some further
approximations
occurring at some
frequency.

86. After Dawn reinforced lip
movement for just a few
minutes, she decided to stop
reinforcing lip movements and
wait for his first sounds.
After all, Dawn knew he could
do it, even though he has not
made a sound in 19 years.
A. Yes, let’s stop reinforcing lip movements.
B. No, let’s continue reinforcing lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
?
Behavior
?
Behavior
Andrew
moves his
lips and looks
at gum
Behavior
Andrew
moves his
lips and looks
at gum
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to no
longer reinforce lip movements
and wait for croaking sounds? Left-click
your answer
Left-click
your answer
Left-click
your answer
#1
7
Write your first choice on
your homework now.

87. A. Yes, let’s stop reinforcing lip movements.
B. No, let’s continue reinforcing lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
Andrew
moves his lips
Behavior
Andrew
moves his lips
Behavior
Andrew
moves his
lips and looks
at gum
Behavior
Andrew
moves his
lips and looks
at gum
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to no
longer reinforce lip movements
and wait for croaking sounds?
After Dawn reinforced lip
movement for a few minutes,
she decided to stop
reinforcing lip movements and
wait for his first sounds.
After all, Dawn knew he could
do it, even though he has not
made a sound in 19 years.
If Dawn hasn’t heard any
sounds from Andrew
lately, then she has to
continue to reinforce what
approximates it. If Dawn
doesn’t continue to
reinforce lip movement,
she is even less likely to
hear sounds.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer

88. A. Yes, let’s stop reinforcing lip movements.
B. No, let’s continue reinforcing lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
Andrew
moves his lips
Behavior
Andrew
moves his lips
Behavior
Andrew
moves his
Lips and looks
at gum
Behavior
Andrew
moves his
Lips and looks
at gum
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to no
longer reinforce lip movements
and wait for croaking sounds?
After Dawn reinforced lip
movement for just a few
minutes, she decided to stop
reinforcing lip movements and
wait for his first sounds.
After all, Dawn knew he could
do it, even though he has not
made a sound in 19 years.

89. Currently, Andrew is moving his lips only once in a
while. He is not making any croaking sounds yet.
Before Dawn moves on to the next criterion, the
current behavior must occur at a high frequency
and the next step in the shaping procedure must
occur at some minimum frequency.
What should Dawn do?
A. Stop reinforcing his lip movements and reinforce his
B. Continue reinforcing his making lip movements while
Left-click
your answer
Left-click
your answer
#1
8Write your first choice on
your homework now.

90. Currently, Andrew is moving his lips only once in a
while. He is not making any croaking sounds yet.
Before Dawn moves on to the next criterion, the
current behavior must occur at a high frequency
and the next step in the shaping procedure must
occur at some minimum frequency.
What should Dawn do?
A. Stop reinforcing his lip movements and reinforce
his making croaking sounds
B. Continue reinforcing his making lip movements while
Left-click
your answer
Left-click
your answer
No. If we stop reinforcing
lip movements before we
see some further
approximation to speaking,
then we will extinguish all
behavior resembling
speaking.

91. Currently, Andrew is moving his lips only once in a
while. He is not making any croaking sounds yet.
Before Dawn moves on to the next criterion, the
current behavior must occur at a high frequency
and the next step in the shaping procedure must
occur at some minimum frequency.
What should Dawn do?
A. Stop reinforcing his lip movements and reinforce his
B. Continue reinforcing his making lip movements
while looking for croaking sounds to reinforce
Correct. Since croaking
sounds are not occurring
at all, and lip movements
are not very frequent, we
can’t move on yet.

92. At the beginning of
the fourth week Dawn
held a piece of gum in
front of Andrew.
Andrew looked at the
gum. And Andrew
moved his lips.
But Dawn did not give
him the gum as she
had before.

93. Then Andrew emitted a
small croaking sound.
And Dawn immediately
gave him the gum!
Because Dawn
needed Andrew to
speak, she
required him to
make a response
that more closely
resembled
speaking.
Gum
“Uuh.”

94. What behavior more closely
resembles the goal of speaking
than lip movements.
A. Speaking
B. Looking at the gum
C. Lip movement
What
behavior is
closer to
the goal?
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
#1
9
Write your first choice on
your homework now.

95. A. Speaking
B. Looking at the gum
C. Lip movement
No. Croaking
resembles lip
movement
more than
speaking does.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
What behavior more closely
resembles the goal of speaking
than lip movements.

96. A. Speaking
B. Looking at the gum
C. Lip movement
No. Looking at
the gum is a
prerequisite
behavior for
training.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
What behavior more closely
resembles the goal of speaking
than lip movements.

97. A. Speaking
B. Looking at the gum
C. Lip movement
No. Lip
movement
is the
initial
behavior.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
What behavior more closely
resembles the goal of speaking
than lip movements.

98. A. Speaking
B. Looking at the gum
C. Lip movement
Correct. A
small croaking
sound is the
behavior that
more closely
approximates
speaking.
What behavior more closely
resembles the goal of speaking
than lip movements.

99. Left-click
your answer
The behavior of making small
croaking sounds approximates the
final behavior of speaking. What is
this middle step called in a shaping
procedure?
A. Initial behavior
B. Terminal behavior
Left-click
your answer
#2
0
Left-click
your answer
Write your first choice on
your homework now.

100. Left-click
your answer
Left-click
your answer
The behavior of making small
croaking sounds approximates the
final behavior of speaking. What is
this middle step called in a shaping
procedure?
A. Initial behavior
B. Terminal behavior
C. Intermediate behavior
No, the initial
behavior is the
first step not
the middle step
in the shaping
procedure.
Left-click
your answer

101. Left-click
your answer
Left-click
your answer
The behavior of making small
croaking sounds approximates the
final behavior of speaking. What is
this middle step called in a shaping
procedure?
A. Initial behavior
B. Terminal behavior
C. Intermediate behavior
No, the terminal
behavior is the
goal of the
intervention and
not the middle
step
Left-click
your answer

102. The behavior of making small
croaking sounds approximates the
final behavior of speaking. What is
this middle step called in a shaping
procedure?
A. Initial behavior
B. Terminal behavior
Correct. Croaking
sounds approximate
speaking.

103. After Dawn reinforced lip
movement over several days,
Andrew also began making
croaking sounds as often as
moving his lips alone.
A. Yes, let’s stop reinforcing just lip movements.
B. No, let’s continue reinforcing just lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
?
Behavior
?
Behavior
Andrew
moves his
lips
Behavior
Andrew
moves his
lips
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to
begin reinforcing croaking
sounds and no longer reinforce
lip movements without croaking?
Left-click
your answer
Left-click
your answer
Left-click
your answer
#2
1
Write your first choice on
your homework now.

104. A. Yes, let’s stop reinforcing just lip movements.
B. No, let’s continue reinforcing just lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
?
Behavior
?
Behavior
Andrew
moves his
lips
Behavior
Andrew
moves his
lips
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to
begin reinforcing croaking
sounds and no longer reinforce
lip movements without croaking? Left-click
your answer
Left-click
your answer
Left-click
your answer
After Dawn reinforced lip
movement over several days,
Andrew also began making
croaking sounds as often as
moving his lips alone.
No. If we continue to reinforce
only lip movements then they
will be the behaviors that
occur in the future. Remember
Dawn wants Andrew to speak
not just move his lips.

105. A. Yes, let’s stop reinforcing just lip movements.
B. No, let’s continue reinforcing just lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
Andrew
moves his lips
Behavior
Andrew
moves his lips
Behavior
Andrew
moves his
lips
Behavior
Andrew
moves his
lips
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to
begin reinforcing croaking
sounds and no longer reinforce
lip movements without croaking?
After Dawn reinforced lip
movement over several days,
Andrew also began making
croaking sounds as often as
moving his lips alone.

106. BeforeBefore
BehaviorBehavior
Behavior
A.
Andrew only moves his lips
B.
Andrew makes croaking sounds while mov
Behavior
A.
Andrew only moves his lips
B.
Andrew makes croaking sounds while movi
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the intermediate
behavior.
Please your answer
on your answer sheet.
#2
2Left-click
your answer
Left-click
your answerLeft-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Write your first choice on
your homework now.

107. BeforeBefore
BehaviorBehavior
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the intermediate
behavior.
Please your answer
on your answer sheet.
Left-click
your answer
Left-click
your answer
Left-click
your answerLeft-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Behavior
A. Andrew only
moves his lips
B.
Andrew makes croaking sounds while mov
Behavior
A. Andrew only
moves his lips
B.
Andrew makes croaking sounds while movi
No, now that he is
croaking while moving
his lips, Dawn will stop
reinforcing lip
movements occurring
without sounds.

108. BeforeBefore
Behavior
A.
Andrew only moves his lips
B. Andrew speaks
Behavior
A.
Andrew only moves his lips
B. Andrew speaks
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the intermediate
behavior.
Please your answer
on your answer sheet.
#2
3
Write your first choice on
your homework now.
Left-click
your answer

109. BeforeBefore
Behavior
A.
Andrew only moves his lips
B. Andrew speaks
Behavior
A.
Andrew only moves his lips
B. Andrew speaks
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the intermediate
behavior.
Please your answer
on your answer sheet.
Left-click
your answer

110. Before
A.
Andrew has no gum
B.
Andrew has gum
Before
A.
Andrew has no gum
B.
Andrew has gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
#2
4
Write your first choice on
your homework now.
Left-click
your answer

111. Before
A.
Andrew has no gum
B. Andrew has
gum
Before
A.
Andrew has no gum
B. Andrew has
gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
Left-click
your answer

112. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
A.
Andrew has no gu
B.
Andrew has gum
After
A.
Andrew has no gum
B.
Andrew has gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#2
5
Write your first choice on
your homework now.
Left-click
your answer

113. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
A. Andrew has
no gum
B.
Andrew has gum
After
A. Andrew has
no gum
B.
Andrew has gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.

114. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
Andrew has
gum
After
Andrew has
gum
After
A.
Andrew has no gu
B.
Andrew has gum
After
A.
Andrew has no gum
B.
Andrew has gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#2
6
Write your first choice on
your homework now.
Left-click
your answer

115. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
Andrew has
gum
After
Andrew has
gum
After
A.
Andrew has no gu
B. Andrew has
gum
After
A.
Andrew has no gum
B. Andrew has
gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
Left-click
your answer

116. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
Andrew has
gum
After
Andrew has
gum
After
Andrew has no
gum
After
Andrew has no
gum
Reinforcement
No Reinforcement
Nice job!
Here’s the differential
reinforcement diagram
you just completed for
the intermediate behavior.

117. By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
A. Differential Punishment
B. Escape
C. Differential Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
#2
7Write your first choice on
your homework now.

118. By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
No, differential
punishment involves
punishing one
response class
allowing the other
to recover!
A. Differential Punishment
B. Escape
C. Differential Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer

119. By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
No, escape is
the contingent
removal of an
aversive
condition!
A. Differential Punishment
B. Escape
C. Differential Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer

120. A. Differential Punishment
B. Escape
C. Differential Reinforcement
D. Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
No, this is not
plain vanilla
reinforcement!

121. A. Differential Punishment
B. Escape
C. Differential Reinforcement
D. Reinforcement
By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
Nice Job! This
procedure is
called
differential
reinforcement!

122. After several days of
differentially reinforcing
Andrew’s behavior of making
croaking sounds he was
frequently making croaking
sounds each time he moved
his lips.
“Small
croaking
sounds.”

123. When shaping behavior it’s sometimes difficult
to know when to move on to the next
behavioral criterion and no longer provide
reinforcers for the previously reinforced
response.
Currently, Andrew is frequently making croaking
sounds (while moving his lips) but has not said
gum.
What should Dawn do?
A. Stop reinforcing his croaking sounds (while moving
his lips) and reinforce spoken words.
B. Continue reinforcing croaking sounds (while moving
his lips) and start looking for fragments of spoken
words to reinforce.
Left-
click
your
answer
Left-click
your
answer
Left-click
your
answer
#2
8Write your first choice on
your homework now.

124. When shaping behavior it’s sometimes difficult
to know when to move on to the next
behavioral criterion and no longer provide
reinforcers for the previously reinforced
response.
A. Stop reinforcing his croaking sounds (while moving
his lips) and reinforce spoken words.
B. Continue reinforcing croaking sounds (while moving
his lips) and start looking for fragments of spoken
words to reinforce.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Currently, Andrew is frequently making croaking
sounds (while moving his lips) but has not said
gum.
What should Dawn do?
No. Even though, croaking
sounds are occurring at a
high frequency Andrew
has not said ga or gum yet
and we need have Andrew
saying ga or gum at a
minimal frequency before
we no longer reinforce
croaking sounds .

125. When shaping behavior it’s sometimes difficult
to know when to move on to the next
behavioral criterion and no longer provide
reinforcers for the previously reinforced
response.
A. Stop reinforcing his croaking sounds (while moving
his lips) and reinforce spoken words.
B. Continue reinforcing croaking sounds (while moving
his lips) and start looking for fragments of spoken
words to reinforce.
Currently, Andrew is frequently making croaking
sounds (while moving his lips) but has not said
gum.
What should Dawn do?
Correct. We need to have
Andrew saying gum at some
minimal frequency before
we no longer reinforce
croaking sounds.

126. By differentially reinforcing
Andrew’s croaking behavior
for several days
he began frequently making
croaking sounds.
One day after
Andrew made a
croaking sound
Dawn hesitated giving
Andrew the gum
reinforcer and said
“Say, ‘gum, gum’”.
“Say
‘gum’….
‘Gum’.”

127. At first the croaking
sounds were like those
heard before.
Dawn waited until the
croaking sound slightly
resembled the word gum
before she would give
Andrew the reinforcer.
“Gaa
gaa…
mmmmm”

128. Next, Dawn waited
until Andrew’s sound
even more closely
approximated gum,
and reinforced that
response.
Finally, Andrew clearly
said, “Gum” when Dawn
asked him to and she
immediately gave him the
gum.
“Guummm…Gum”

129. Currently, Andrew is frequently making croaking
sounds and is saying the word gum at a moderate
frequency.
What should Dawn do?
A. Stop reinforcing his croaking sounds and reinforce
spoken words.
B. Continue reinforcing his croaking sounds while
looking for fragments of spoken words to
reinforce.
Left-click
your answer
Left-click
your answer
Left-click
your answer
#2
9
Write your first choice on
your homework now.

130. A. Stop reinforcing his croaking sounds and reinforce
spoken words.
B. Continue reinforcing his croaking sounds while
looking for fragments of spoken words to
reinforce.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Currently, Andrew is frequently making croaking
sounds and is saying the word gum at a moderate
frequency.
What should Dawn do?
No. Now that Andrew is
saying gum at a moderate
rate we can stop
reinforcing his croaking
sounds and reinforce his
speaking behavior.

131. A. Stop reinforcing his croaking sounds and reinforce
spoken words.
B. Continue reinforcing his croaking sounds while
looking for fragments of spoken words to
reinforce.
Currently, Andrew is frequently making croaking
sounds and is saying the word gum at a moderate
frequency.
What should Dawn do?
Correct. Now that
Andrew is saying gum at
a moderate frequency
we no longer have to
reinforce his croaking
sounds and we can focus
on reinforcing his
speaking behavior.

132. Great Job at making those
difficult decisions for Dawn,
she appreciates your help!
Now that you’ve
decided what to do,
let’s get busy filling
the diagram for the
terminal behavior.
Thanks for
your help!

133. BeforeBefore
BehaviorBehavior
Behavior
A. Andrew makes a
croaking sound
B. Andrew says
gum
Behavior
A. Andrew makes a
croaking sound
B. Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the terminal
behavior.
Please your answer
on your answer sheet.
#3
0
Write your first choice on
your homework now.
Left-click
your answerLeft-click
your answer
Left-click
your answerLeft-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer

134. BeforeBefore
BehaviorBehavior
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the terminal
behavior.
Please your answer
on your answer sheet.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answerLeft-click
your answerLeft-click
your answer
Left-click
your answer
Behavior
A. Andrew makes a
croaking sound
B. Andrew says
gum
Behavior
A. Andrew makes a
croaking sound
B. Andrew says
gum
No, Dawn is not
currently trying
to increase only
lip movements.

135. BeforeBefore
Behavior
A. Andrew makes
a croaking sound
B. Andrew says
gum
Behavior
A. Andrew makes
a croaking sound
B. Andrew says
gum
Behavior
Andrew says
gum
Behavior
Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the terminal
behavior.
Please your answer
on your answer sheet.
#3
1
Write your first choice on
your homework now.
Left-click
your answer

136. BeforeBefore
Behavior
A. Andrew makes
a croaking sound
B. Andrew says
gum
Behavior
A. Andrew makes
a croaking sound
B. Andrew says
gum
Behavior
Andrew says
gum
Behavior
Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the terminal
behavior.
Please your answer
on your answer sheet.
Left-click
your answer

137. Before
A. Andrew has
gum
B. Andrew has
no gum
Before
A. Andrew has
gum
B. Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
#3
2
Write your first choice on
the scan-tron form now.
Left-click
your answer

138. Before
A. Andrew has
gum
B. Andrew has
no gum
Before
A. Andrew has
gum
B. Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
Left-click
your answer

139. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
A. Andrew has
gum
B. Andrew has
no gum
After
A. Andrew has
gum
B. Andrew has
no gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#3
3
Write your first choice on
your homework now.
Left-click
your answer

140. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
A. Andrew has
gum
B. Andrew has
no gum
After
A. Andrew has
gum
B. Andrew has
no gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.

141. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
Andrew has
gum
After
Andrew has
gum
After
A. Andrew has
no gum
B. Andrew has
gum
After
A. Andrew has
no gum
B. Andrew has
gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#3
4
Write your first choice on
your homework now.
Left-click
your answer

142. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
Andrew has
gum
After
Andrew has
gum
After
A. Andrew has
no gum
B. Andrew has
gum
After
A. Andrew has
no gum
B. Andrew has
gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
Left-click
your answer

143. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
Andrew has
gum
After
Andrew has
gum
After
Andrew has no
gum
After
Andrew has no
gum
Reinforcement
No Reinforcement
Nice job!
Here’s the differential
reinforcement diagram
you just completed for
the terminal behavior.

144. Nice job! You have
successfully completed
the last successive
approximation in the
shaping procedure Dawn
used to get Andrew to
speak.
Thanks
again for
your help!

145. Now, just a quick test
to check your razor
sharp behavior analytic
skills at shaping.
These next couple of
questions may be tough,
but hang in there
because we want to be
sure you don’t identify
muscle-building, shaping-
up examples as
behavioral shaping.
We’re almost
through with the
training and on to
bigger and more
exciting things!

146. Jimmy, the scrawny kid in class,
has just taken up weight lifting.
Currently he can barely bench
press 100 lbs. But when he’s
finished training he’ll be much
stronger and able to lift 300 lbs.
Is this an example of shaping?
A. Yes
B. No
Left-click
your answer
Left-click
your answer
Left-click
your answer
#3
5
Write your first choice on
your homework now.

147. Jimmy, the scrawny kid in class,
has just taken up weight lifting.
Currently he can barely bench
press 100 lbs. But when he’s
finished training he’ll be much
stronger and able to lift 300 lbs.
Is this an example of shaping?
A. Yes
B. No
No, this is not an
example of shaping
because we are talking
about physically building
muscle tissue. This
differs from behavioral
shaping which is used to
develop or improve an
organism’s repertoire .
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer

148. Jimmy, the scrawny kid in class,
has just taken up weight lifting.
Currently he can barely bench
press 100 lbs. But when he’s
finished training he’ll be much
stronger and able to lift 300 lbs.
Is this an example of shaping?
A. Yes
B. No
Correct, this is not an
example of shaping
because we are talking
about physically building
muscle tissue. This
differs from behavioral
shaping which is used to
develop or improve an
organisms repertoire .

149. Now, not only was Jimmy weak he also
had very poor form while bench
pressing. His hands and arms were
located in the wrong spot when he
pushed the weights up off his chest.
His personal trainer began teaching him
how to improve his bench pressing form.
By the end of his training Jimmy looked
like a weight training pro.
Is this an example of shaping?
A. Yes
B. No
#3
6
Left-click
your answer
Write your first choice on
your homework now.

150. A. Yes
B. No
Now, not only was Jimmy weak he also
had very poor form while bench
pressing. His hands and arms were
located in the wrong spot when he
pushed the weights up off his chest.
His personal trainer began teaching him
how to improve his bench pressing form.
By the end of his training Jimmy looked
like a weight training pro.
Is this an example of shaping?
No, this is and example
of shaping because we
are improving the form
Jimmy uses to bench
press weights. The
correct form of bench
pressing is a skill that
was not previously in
Jimmy’s repertoire.
Left-click
your answer

151. A. Yes
B. No
Now, not only was Jimmy weak he also
had very poor form while bench
pressing. His hands and arms were
located in the wrong spot when he
pushed the weights up off his chest.
His personal trainer began teaching him
how to improve his bench pressing form.
By the end of his training Jimmy looked
like a weight training pro.
Is this an example of shaping?
Correct. This is and
example of shaping
because we are
improving the form
Jimmy uses to bench
press weights. The
correct form of bench
pressing is a skill that
was not previously in
Jimmy’s repertoire.

152. Sara, the slow jogger, wants to be able to
run the mile in less than 7 minutes.
Unfortunately, right now she can barely
break the 10 minute marker. But by the
end of this year, after lots of hardcore
running, she’ll be able to race through the
mile in less than 7 minutes. She just
physically can’t get down to 7 minutes.
Is this an example of shaping?
A. Yes
B. No
#3
7
Left-click
your answerWrite your first choice on
your homework now.

153. Sara, the slow jogger, wants to be able to
run the mile in less than 7 minutes.
Unfortunately, right now she can barely
break the 10 minute marker. But by the
end of this year, after lots of hardcore
running, she’ll be able to race through the
mile in less than 7 minutes. She just
physically can’t get down to 7 minutes.
Is this an example of shaping?
A. Yes
B. No
No,this is not an example
of shaping because we
are talking about Sera
physically getting in
shape which consists of
building muscle tissue
and reducing body fat
which do not involve the
altering of an individuals
behavioral repertoire.
Left-click
your answer

154. Sara, the slow jogger, wants to be able to
run the mile in less than 7 minutes.
Unfortunately, right now she can barely
break the 10 minute marker. But by the
end of this year, after lots of hardcore
running, she’ll be able to race through the
mile in less than 7 minutes. She just
physically can’t get down to 7 minutes.
Is this an example of shaping?
A. Yes
B. No
Correct, this is not an
example of shaping
because we are talking
about Sera physically
getting in shape which
consists of building
muscle tissue and
reducing body fat which
do not involve the
altering of an individuals
behavioral repertoire.

155. Not only was Sara slow when she first
started, she also ran like a chicken with its
head cut off. Arms and legs flailing all
over the place. Her form was terrible.
The track coach was appalled by the sight
of her and gave her some training. By the
end of training Sara was running with the
form of a world class runner.
Is this an example of shaping?
A. Yes
B. No
#3
8
Left-click
your answer
Write your first choice on
your homework now.

156. Not only was Sara slow when she first
started, she also ran like a chicken with its
head cut off. Arms and legs flailing all
over the place. Her form was terrible.
The track coach was appalled by the sight
of her and gave her some training. By the
end of training Sara was running with the
form of a world class runner.
Is this an example of shaping?
A. Yes
B. No
No,this is an example of
shaping because we are
training Sera on the
correct form of running,
a skill that was not
previously in her
repertoire.
Left-click
your answer

157. Not only was Sara slow when she first
started, she also ran like a chicken with its
head cut off. Arms and legs flailing all
over the place. Her form was terrible.
The track coach was appalled by the sight
of her and gave her some training. By the
end of training Sara was running with the
form of a world class runner.
Is this an example of shaping?
A. Yes
B. No
Correct,this is an
example of shaping
because we are training
Sera on the correct
form of running, a skill
that was not previously
in her repertoire.

158. Amber is going to school to be a court reporter.
In order to graduate she must be able to type 90
words per minute. Unfortunately, right now she
can only type 20 wpm. But by the end of her
training she’ll be typing away at speeds greater
than 100 wpm. Amber’s finger muscles were
always strong enough to type a string of random
characters equal to 100 wpm, but now her typing
has formed a specific response class.
Is this an example of shaping?
A. Yes
B. No
#3
9
Left-click
your answerWrite your first choice on
your homework now.

159. Amber is going to school to be a court reporter.
In order to graduate she must be able to type 90
words per minute. Unfortunately, right now she
can only type 20 wpm. But by the end of her
training she’ll be typing away at speeds greater
than 100 wpm. Amber’s finger muscles were
always strong enough to type a string of random
characters equal to 100 wpm, but now her typing
has formed a specific response class.
Is this an example of shaping?
A. Yes
B. No
No, this is an example of
shaping because Amber’s
typing repertoire is
being improved. We are
not building the tiny
muscles in her fingers
but we are altering her
existing typing skill level
(behavioral repertoire).
Left-click
your answer

160. Amber is going to school to be a court reporter.
In order to graduate she must be able to type 90
words per minute. Unfortunately, right now she
can only type 20 wpm. But by the end of her
training she’ll be typing away at speeds greater
than 100 wpm. Amber’s finger muscles were
always strong enough to type a string of random
characters equal to 100 wpm, but now her typing
has formed a specific response class.
Is this an example of shaping?
A. Yes
B. No
Correct,this is an
example of shaping
because the Amber’s
typing repertoire is
being improved. We are
not building the tiny
muscles in her fingers
but we are altering her
existing typing skill level
(repertoire).

161. Another common mistake
is to identify examples
of behavioral chains as
behavioral shaping.

162. Before
No treat
Before
No treat
Behavior
Spot lays down
Behavior
Spot lays down
Behavior
Spot rolls over
Behavior
Spot rolls over
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The process of teaching
a dog to roll over is the
best erroneous example
of shaping—it’s actually
a behavioral chain.
Why isn’t this an example of shaping? Because sitting,
laying down and rolling over are separate behaviors that
build on top of each other and occur one after the other.

163. Before
No treat
Before
No treat
Behavior
Spot lays down
Behavior
Spot lays down
Behavior
Spot rolls over
Behavior
Spot rolls over
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The process of teaching
a dog to roll over is the
best erroneous example
of shaping—it’s actually
a behavioral chain.
In the example with Andrew, moving lips, making croaking
sounds and speaking don’t occur in a sequence. Moving lips
and making sounds occur while speaking.

164. Before
No treat
Before
No treat
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
0
A. Yes
B. No
Left-click
your answer
Are these two
responses in the same
response class (similar
along a meaningful
response dimension)?

165. Before
No treat
Before
No treat
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
0
A. Yes
B. No
Left-click
your answer
Lifting farther and
farther up involves
almost the same
topography.

166. Before
No treat
Before
No treat
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
0
A. Yes
B. No
Lifting farther and
farther up involves
almost the same
topography. Good.

167. Before
No treat
Before
No treat
Behavior
Spot sits
Behavior
Spot sits
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
1
A. Yes
B. No
Left-click
your answer
Are these two
responses in the same
response class (similar
along a meaningful
response dimension)?

168. Before
No treat
Before
No treat
Behavior
Spot sits
Behavior
Spot sits
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
1
A. Yes
B. No
Left-click
your answer
Lifting the paw and
sitting are two different
responses that occur in a
sequence or chain. They
aren’t similar on any
response dimension.

169. Before
No treat
Before
No treat
Behavior
Spot sits
Behavior
Spot sits
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
A. Yes
B. No
Lifting the paw and
sitting are two different
responses that occur in a
sequence or chain. They
aren’t similar on any
response dimension.

170. Congratulations!
You have made it through the
training session on shaping.
Now it’s time to get your
creative juices flowing and
put those finely sharpened
behavior analytic skills to
good use.

171. I hope you’re ready for some
excitement because it’s time for
you to put together your own
original example of shaping.
We’ll help you
out, don’t
worry.

172. First, take a look at
the diagram for
Andrew. It includes the
initial, intermediate
and terminal behaviors
Fill in your original example in your
diagram just like the diagram for
Andrew—unless you are using the
PowerPoint Viewer (not the complete
Program), which will not allow you to fill
in answers on your screen.

173. BeforeBefore
Behavior
Initial
N/A
Behavior
Initial
N/A
Behavior
Initial
Behavior
Initial
AfterAfter
AfterAfter
Reinforcement
Extinction
Intermediate
Terminal
Terminal
Intermediate
Click me to
complete your
original example’s
diagram.

174. BeforeBefore
Behavior
Initial
N/A
Behavior
Initial
N/A
Behavior
Initial
Behavior
Initial
AfterAfter
AfterAfter
Reinforcement
Extinction
Intermediate
Terminal
Terminal
Intermediate
Click me to
review Andrew’s
diagram.
Arrow key forward when
finished filling in your
example.
Print out this slide or
write out your answers
onto your worksheet.
Also, prepare a master
transparency to show
in the seminar.
Final diagram! Type
each of your
behaviors and
stimulus conditions in
the appropriate
spots.

175. All done.