On this page
Shaping in ABA reinforces successive approximations, or closer forms of one target response, until the learner reaches the terminal response. Tested under C.10 of the BACB RBT Test Content Outline (3rd ed.), the RBT-level skill is implementing shaping procedures as written.
How C.10 Appears In Study Scenarios#
The RBT Test Content Outline (3rd ed.) states C.10 as: "Implement shaping procedures." That wording points to following a procedure that changes reinforcement criteria across closer versions of the same response.
C.10 study scenarios can ask learners to:
- Identify a target response and the current approximation that earns reinforcement.
- Notice when the criterion has shifted and an earlier response no longer contacts the programmed consequence.
- Distinguish response-form change from prompt fading, chaining, discrimination training, or token exchange.
- Follow the next listed criterion rather than jumping to the final response.
The parent rbt behavior acquisition study guide places shaping beside reinforcement, prompting, chaining, generalization, acquisition, maintenance, and token-economy tasks. The rbt practice test behavior acquisition mixes C.10 with other Domain C tasks.
What Changes During Shaping#
The table below separates the parts of a shaping procedure that exam-study scenarios often describe.
| Part of the procedure | Plain-language meaning | Example cue in a scenario | RBT-level focus |
|---|---|---|---|
| Terminal response | The final response form named in the teaching procedure. | The learner will eventually say "water" clearly. | Know what the current teaching path is moving toward. |
| Approximation | A response that resembles the target response but is not final yet. | The learner says "wa" before the full word is expected. | Reinforce the approximation only when the written criterion says it qualifies. |
| Current criterion | The response form that earns reinforcement now. | Today, only two clear syllables contact the programmed consequence. | Apply today's criterion instead of yesterday's or tomorrow's. |
| Criterion shift | The requirement changes after progress at an earlier level. | The sheet moves from any sound to a closer sound pattern. | Stop treating the earlier form as correct once the criterion changes. |
| Reinforcement for progress | The consequence follows responses closer to the final form. | Stronger attempts contact the planned reinforcer. | Deliver reinforcement contingently and record the response level. |
Shaping still depends on reinforcement. Review rbt task C.9 acquisition and maintenance when a scenario asks whether teaching is building a skill or checking whether the skill continues after instruction.
Implementation Pattern#
The steps below describe the C.10 pattern for exam study, not directions for changing a client program.
- Read the written target response, starting approximation, current criterion, reinforcer, and data code.
- Present the teaching opportunity as written.
- Compare the learner's response with the current criterion, not only with the final goal.
- Deliver the planned reinforcer when the response meets the current criterion.
- Do not deliver that reinforcer for earlier approximations after the criterion has moved forward.
- Record the response form or criterion level using the assigned data rule.
- Report stalled progress or unclear response forms rather than changing the sequence independently.
Shaping can occur in the same lesson as prompts, but the main question is different. Prompt fading changes the amount or timing of help; shaping changes which response form earns reinforcement.
Examples And Non-Examples#
The examples below show when C.10 is the main study signal and when another task is more direct.
| Scenario | Example? | Why |
|---|---|---|
| A learner first earns the programmed consequence for any /m/ sound, later for "mi," and later for "milk." | Yes | The response form changes gradually toward the terminal word. |
| A learner earns access for a louder greeting, then only for a greeting at conversational volume. | Yes | The criterion shifts across closer versions of one response dimension. |
| A learner practices opening a folder, removing a paper, writing a name, and turning it in. | Not mainly C.10 | The scenario describes ordered steps in a chain, not one response form changing. |
| The correct picture card is highlighted at first and then the highlight is faded. | Not mainly C.10 | The material changes while the target response stays the same, which points to stimulus fading. |
| A learner earns tokens for completed math problems and later trades tokens for a backup item. | Not mainly C.10 | The scenario describes a token system rather than changing the response criterion. |
Token systems can support many teaching plans, but token delivery is not itself shaping. Use token economy when a scenario turns on tokens, exchange rules, backup reinforcers, or earned items.
Worked Response-Form Scenario#
This worked scenario shows how a shaping procedure can move through response criteria.
| Teaching moment | Current criterion | Learner response | Study interpretation |
|---|---|---|---|
| Starting level | Any audible attempt during the request opportunity. | "uh" while reaching for water. | The response qualifies if the written procedure starts at broad vocal attempts. |
| Next level | Initial /w/ sound. | "wa" while reaching for water. | The response is closer to the terminal word and meets the new criterion. |
| Later level | Two-syllable approximation. | "wa-er." | The criterion now requires a more precise form than a single sound. |
| Terminal level | Clear "water." | "water." | The response matches the final target named in the procedure. |
| Implementation error | Earlier "uh" still earns the same consequence after the criterion moved to /w/. | "uh." | Reinforcing the earlier form can blur the current criterion. |
The study point is the response-form relation: the written criterion determines which approximation currently earns reinforcement.
Sibling Concepts#
The table below separates shaping from nearby Behavior Acquisition topics.
| Concept | How it differs from C.10 | When it applies |
|---|---|---|
| Prompt fading | Reduces added help while the target response stays the same. | The stem focuses on physical, verbal, model, gestural, or stimulus prompts. |
| Task analysis and chaining | Links separate responses into an ordered routine. | The stem lists steps such as gather, open, place, close, or clean up. |
| Discrimination training | Teaches responding under one stimulus condition and not another. | The stem turns on which stimulus signals the correct response. |
| Generalization | Extends learned behavior across appropriate people, settings, stimuli, or responses. | The stem moves a learned skill to new examples after acquisition. |
| Token economy | Uses tokens that can be exchanged for backup reinforcers. | The stem focuses on earning, saving, or exchanging tokens. |
Shaping and chaining are easy to confuse because both build behavior over time. The deciding cue is whether the procedure changes one response form or links separate responses into a sequence.
Common Mistakes#
The mistakes below are common C.10 errors in original study scenarios.
- Calling every gradual teaching program shaping; gradual teaching can also be chaining or fading.
- Reinforcing an old approximation after the criterion has shifted forward.
- Jumping from the starting response to the final response when smaller changes are listed.
- Confusing a prompt level with an approximation; help from the RBT is not the learner's response form.
- Treating token delivery as the answer when the scenario is really about which response earns the token.
Practice Questions#
These original items test implementation of C.10 from the RBT Test Content Outline (3rd ed.) without using recalled exam content.
Practice Allocation#
The table separates official exam weights from this page's actual practice set.
| Measure | Count or tag | Source or purpose |
|---|---|---|
| Official Domain C scored questions | 19 | RBT Test Content Outline (3rd ed.) |
| Official Domain C share | 25% | RBT Test Content Outline (3rd ed.) |
| Total scored exam items | 75 scored questions | RBT Handbook, Examination section |
| This page's practice items | 5 | Original C.10 drill for this article |
| Task tags used below | 5 C.10 items | Page-level practice, not an official task allocation |
1. During speech practice, Imani first earns the programmed consequence for "ba," later for "bal," and later for "ball." Which feature matters most?
A Correct. The procedure changes which form of one response contacts reinforcement.
B Ordered routine steps would point toward task analysis and chaining.
C Stimulus contrast work would point toward discrimination training.
D Token exchange would focus on earned items and backup reinforcers.
2. A teaching sheet says the current level is two clear syllables. Noor gives one unclear syllable that earned reinforcement last week. What best fits the current level?
A Counting the earlier level applies an old criterion after the requirement changed.
B Correct. The response does not meet the current criterion described in the teaching sheet.
C Adding a routine-step prompt shifts to chaining rather than evaluating the response form.
D Trading backup items describes a token economy exchange, not the current criterion.
3. In greeting practice, the sheet moves from any audible greeting to a medium-volume greeting after several correct opportunities. What should guide the next response check?
A Starting at the final volume skips the listed intermediate criterion.
B Teaching every routine step describes chaining, not a volume criterion.
C Correct. The criterion changes gradually toward the terminal response.
D Changing location first points toward generalization rather than the next response form.
4. Mateo previously earned the programmed consequence for a loose pencil grip. The current level requires thumb and finger contact. What should happen to the older grip?
A Adding a chain step would teach a sequence rather than apply a new grip criterion.
B Marking it independent ignores that the current criterion has changed.
C Scoring interval hits measures occurrence during intervals, not response form.
D Correct. The earlier approximation no longer earns the programmed consequence at the new level.
5. During request teaching, Talia earns praise for a reach, then a reach with a sound, then a clear word attempt. Which label best separates this from chaining?
A Correct. The procedure reinforces closer versions of one response.
B Linking separate steps would describe chaining a routine.
C Varying response settings would point toward generalization.
D Thinning token exchange would describe a token-economy change.
FAQ
What is shaping in ABA?
Shaping in ABA reinforces closer approximations of a target response until the learner reaches the terminal response. For RBT study, connect the term to C.10 when the response criterion changes over time.
What is an example of shaping behavior?
An example is a procedure that first reinforces any vocal attempt, then a closer sound, then a clearer word attempt. The criterion comes from the written procedure.
Is shaping the same as prompting?
No. Prompting adds help so a response occurs, and prompt fading removes or delays that help. Shaping changes which response form earns reinforcement.
Is shaping the same as chaining?
No. Shaping changes one response form over time, while chaining links separate responses into a sequence. A clearer word is shaping; a handwashing routine is chaining.
Does the BACB publish exact shaping questions?
No. The BACB publishes the RBT Test Content Outline (3rd ed.), not exact exam wording. C.10 states that candidates should implement shaping procedures.
Sources
- RBT Test Content Outline (3rd ed.), updated 09/2024, overview, Domain C allocation, and C.10 task statement.
- RBT Handbook, updated 06/2026, Examination section for scored-item language.