Examples of how ‘Shaping Behaviour’ has facilitated new skills in individuals:

[icon name=”check” class=”” unprefixed_class=””]Building the capacity in teachers, teacher aides, and parents to demonstrate and model what behaviour to reinforce[icon name=”check” class=”” unprefixed_class=””] Teaching parents on how to implement a toileting program, for a child with an intellectual disability, that was aimed at initiating a bowel movement in toilet training[icon name=”check” class=”” unprefixed_class=””] Using a preference assessment to establish what reinforces a student who is nonverbal[icon name=”check” class=”” unprefixed_class=””] Creating a visual schedule for a child with Autism to assist a family in morning routines at home[icon name=”check” class=”” unprefixed_class=””] Developing a visual schedule for staff to use at school to help a student with Autism transition from one activity to the next[icon name=”check” class=”” unprefixed_class=””] Teaching a replacement behaviour for spitting in public[icon name=”check” class=”” unprefixed_class=””] Using a reinforcement schedule to increase the difficulty of a task for a student who was disengaged in learning and participating within school[icon name=”check” class=”” unprefixed_class=””] Teaching handwashing through a sequence of steps using reinforcement[icon name=”check” class=”” unprefixed_class=””] Toilet training a 17 year old male across three settings – school, home and a residential setting[icon name=”check” class=”” unprefixed_class=””] Developing a social story to use the boy’s toilet at school[icon name=”check” class=”” unprefixed_class=””] Teaching ‘Mindfulness’ strategies to reduce hyperactivity and increase on-task behaviour[icon name=”check” class=”” unprefixed_class=””] Teaching ‘Mindfulness’ strategies to reduce anxiety[icon name=”check” class=”” unprefixed_class=””] Teaching anger management strategies to individuals who had limited self-regulation skills