Shaping, chaining, and group contingencies

Build new behavior through successive approximations, linked response chains, and group contingencies when those arrangements fit the goal and context.

Choose shaping when the terminal response is absent.

If this concept is weak, practice Behavior-Change Procedures scenarios and write one correction rule after each miss.

If not, pause and rewrite the definition in plain language before answering more scenarios.

Look for the data, timing, function, stakeholder, or ethical constraint that makes this concept relevant.

A concept is not stable until you can explain why a plausible wrong answer is weaker.

During teaching, an adult client responds correctly with one example but errors increase with new materials and staff. Across 5 sessions in service week 9, one observer recorded 46 minutes of observation in the vocational training room. The BCBA should:

During teaching, a client responds correctly with one example but errors increase with new materials and staff. Across 7 sessions in service week 9, 3 observers recorded 48 minutes of observation in the telehealth caregiver meeting. The BCBA should:

During teaching, a client responds correctly with one example but errors increase with new materials and staff. Across 4 sessions in service week 19, 3 observers recorded 56 minutes of observation in the telehealth caregiver meeting. The BCBA should:

During teaching, a student responds correctly with one example but errors increase with new materials and staff. Across 6 sessions in service week 19, 2 observers recorded 58 minutes of observation in the elementary classroom. The BCBA should:

During teaching, a student responds correctly with one example but errors increase with new materials and staff. Across 8 sessions in service week 29, 2 observers recorded 19 minutes of observation in the elementary classroom. The BCBA should: