The Shaping Game Mickey Keenan University of Ulster

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The Shaping Game Mickey Keenan University of Ulster N. Ireland

The Shaping Game Mickey Keenan University of Ulster N. Ireland

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

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

The Celestial Sphere New World View Scientis t Old World View

The Celestial Sphere New World View Scientis t Old World View

Explanation: A statement about the kinds of changes one is likely to see under

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

The Behavioural Stream

The Behavioural Stream

The Behavioural Stream

The Behavioural Stream

The Behavioural Stream

The Behavioural Stream

The Behavioural Stream

The Behavioural Stream

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

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

c Su f o t n e em ons c r o f ti

c Su f o t n e em ons c r o f ti n i a e m i l R prox a i t n p e A r e f Dif Target Behaviour Rft e siv s e c Rft

Differential Reinforcement

Differential Reinforcement

Differential Reinforcement Behavioural Stream

Differential Reinforcement Behavioural Stream

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

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

Differential Reinforcement More attention given to some sounds than others

Differential Reinforcement More attention given to some sounds than others

Differential Reinforcement In presence of parent

Differential Reinforcement In presence of parent

Differential Reinforcement A variety of sounds occur In presence of parent

Differential Reinforcement A variety of sounds occur In presence of parent

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

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

Differential Reinforcement Attention given to recognisable sounds These sounds happen more often while others

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

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

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

Differential Reinforcement Attention given to social behaviour These behaviours happen more often while others

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

Shaping Planning for changes in behaviour

Shaping Planning for changes in behaviour

Shaping Select Differential Reinforcement

Shaping Select Differential Reinforcement

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

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

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

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

Shaping Goal Select Differential Reinforcement Select Select Change Criterion for Reinforcement Change Criterion Successive

Shaping Goal Select Differential Reinforcement Select Select Change Criterion for Reinforcement Change Criterion Successive approximations

Shaping In the Natural Environment Learning to walk on ice, riding a bicycle. .

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

Shaping Teaching The effective teacher picks student up at precisely his/her current skill level.

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

Shaping

Shaping

IF this behaviour. . . THEN this consequence Let this path represent a segment

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

IF this behaviour. . . THEN this consequence OK, your instructions are very simple.

IF this behaviour. . . THEN this consequence 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 Stream of changes

IF this behaviour. . . THEN this consequence Stream of changes

IF this behaviour. . . THEN this consequence Differential Reinforcement

IF this behaviour. . . THEN this consequence Differential Reinforcement

IF this behaviour. . . THEN this consequence If consequences had not been arranged

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.

IF this behaviour. . . THEN this consequence This means the Explanation for his

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

Further Exercises Stimulus Control

Further Exercises Stimulus Control

Stimulus Control Further Exercises This next animation is a simulation of what I used

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?

Stimulus Control

Stimulus Control

Further Exercises Definition Recording Stimulus Control

Further Exercises Definition Recording Stimulus Control

Definition The aim is to teach the importance of defining behaviour accurately by showing

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!

The aim is to (i) teach the importance of having agreed definitions of behaviour,

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

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

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

Timing This exercise is intended to show the effects of delaying the reinforcer presentation.

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 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.

Timing/Contingency This exercise is intended to show the effects of disrupting the behaviour-reinforcer contingency.

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 3 rd person.