Shape It Up
An individual is learning to wash their hands. Today they independently turn on the water and wet their hands, but they forget to use soap.
What should staff do next?
Reinforce what they did correctly (turning on the water and wetting their hands), then teach and prompt the next step—using soap.
An individual is learning to clean up after lunch.
Act out how you would teach them to throw away their trash.
Staff should:
An individual completes the first step of a new skill. The staff member says,
"No, that's not enough. Finish the whole thing."
What did the staff member do wrong?
They failed to reinforce the participant's progress. With shaping, you reinforce small steps toward the final skill.
An individual uses a communication device to request their favorite snack, but only after staff remind them.
What's one step closer to independence?
Teach the individual to independently use their communication device to make the request with fewer prompts over time.
An individual is learning to water a plant but always pours too much water.
Act out how you would teach this new skill.
An individual is learning to wipe the table after lunch. They wipe one corner of the table and stop.
What should staff do next?
Praise the effort, encourage them to wipe another section, and reinforce the additional progress rather than expecting the entire table to be cleaned immediately.
An individual needs help learning to request a break instead of walking away from an activity.
Staff should:
An individual is learning to put away their belongings. Before they can try, the staff member does it for them.
What should the staff member have done instead?
Allow the individual the opportunity to try, provide prompts only as needed, and reinforce their effort.
An individual is choosing between two activities. They point to the activity they want after staff give them two choices.
What's one step closer to independence?
Encourage the individual to make their choice with less help and praise them when they choose on their own.
An individual is learning to sort silverware.
The staff member says,
"You're doing it wrong," takes the silverware, and finishes the task.
What should the staff member have done instead?
Allow the individual to try, provide only the help they need, and praise their effort and progress.
An individual is learning to put away their backpack. They hang it on the hook but leave their lunchbox on the floor.
How could you use shaping to teach the complete routine?
Reinforce hanging up the backpack, then teach and reinforce putting away the lunchbox until the full routine is completed independently.
An individual is learning to return materials to the correct location after an activity instead of leaving them on the table.
Act out how you would teach this skill.
An individual correctly requests a break. The staff member ignores the request and tells them to keep working.
What teaching opportunity was missed?
The staff member missed the opportunity to reinforce appropriate communication by acknowledging and honoring the break request when appropriate.
An individual can complete half of a vocational task, such as stuffing envelopes, before asking for help.
What's one step closer to independence?
Encourage the individual to complete a little more of the task before helping, and praise their progress.
An individual independently zips their lunch bag but leaves it on the table instead of putting it away.
What's one step closer to independence?
Teach the individual to put the lunch bag in the correct place and praise them when they complete both steps.
An individual has successfully completed the same step of a skill independently for several days.
Should staff continue reinforcing only that step, or begin teaching the next approximation? Explain why.
Begin teaching the next approximation while continuing to reinforce progress. Shaping involves gradually increasing expectations as the learner masters each step.
An individual is learning to transition to the van when it's time to leave but stops to look at everything along the way.
Act out how you would teach the participant to transition successfully.
Staff should:
An individual has successfully completed the same step independently for two weeks. The staff member never teaches the next step.
What should the staff member do?
Begin teaching the next step. Shaping means gradually increasing expectations as the individual becomes successful.
An individual greets staff appropriately but has difficulty starting a conversation with peers.
What's one step closer to independence?
Teach the individual a simple conversation starter and praise them for trying to start a conversation.
An individual is learning to fold a towel.
Act out how you would teach this skill using shaping.
Look for staff to:
Two staff members are teaching the same participant.
Which staff member is using shaping correctly, and why?
Staff B. Shaping reinforces successive approximations (small steps) toward the final skill, making it more likely the participant will continue learning and succeed.
An individual is learning to order food in the community.
One person should act as the participant and one person should act as staff.
Demonstrate how staff could teach the participant to place their order.
Staff should:
Two staff members are teaching the same skill.
Which staff member is using better teaching practices, and why?
Staff A. Individuals should be given the opportunity to respond and learn. Prompt only when needed, reinforce success, and avoid doing the task for them.
An individual can count the correct amount of money for a purchase but waits for staff to hand it to the cashier.
What's one step closer to independence?
Encourage the individual to hand the money to the cashier on their own and praise them when they do.
Question Prompt
One person will be the staff member.
One person will be the individual.
The individual is learning to count money to buy a snack but becomes frustrated and says, "I can't do it!"
Show the group how you would continue teaching while encouraging independence.
Look for staff to: