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EDF 6223 ABA & SYSTEMS SUPPORT
PREMIUM PRACTICE QUESTION BANK
2026-2027 ACADEMIC YEAR | 250+
QUESTIONS WITH DETAILED
RATIONALES
# MODULE 1: SHAPING & CHAINING
## Shaping: Successive Approximations & Differential Reinforcement
### Question 1
A behavior analyst is teaching a child to say the word "ball." The analyst first reinforces any
vocalization, then only reinforces sounds that approximate "b," then only reinforces "ba," and
finally only reinforces the full word "ball." This procedure is best described as:
A) Chaining
B) Shaping
C) Fading
D) Prompting
**Correct Answer: B**
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**Rationale:** Shaping is defined as the differential reinforcement of successive approximations
toward a terminal behavior. In this scenario, the analyst is reinforcing closer and closer
approximations to the target response "ball" while withholding reinforcement for previous
approximations. This is the hallmark of shaping—teaching new behaviors by reinforcing gradual
steps toward the final behavior.
**Distractor Analysis:**
- **A) Chaining:** Chaining involves teaching a sequence of individual responses that together
form a complex behavior. The scenario describes teaching a single response (saying "ball"), not a
sequence of responses.
- **C) Fading:** Fading involves the gradual removal of prompts or stimuli. No prompts are
being removed in this scenario.
- **D) Prompting:** Prompting involves providing additional stimuli to evoke a response. The
scenario describes reinforcement of approximations, not the use of prompts.
---
### Question 2
The two key procedural components of shaping are:
A) Reinforcement and punishment
B) Successive approximations and differential reinforcement
C) Prompting and fading
D) Task analysis and chaining
**Correct Answer: B**
**Rationale:** Shaping requires two essential procedural components: (1) successive
approximations—responses that increasingly resemble the terminal behavior, and (2) differential
reinforcement—reinforcing only those responses that meet the current criterion while placing all
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others on extinction. This combination allows for the gradual development of novel behaviors
that are not currently in the learner's repertoire.
**Distractor Analysis:**
- **A) Reinforcement and punishment:** While reinforcement is a component of shaping,
punishment is not a necessary or typical component.
- **C) Prompting and fading:** These are procedures used to transfer stimulus control, not the
core components of shaping.
- **D) Task analysis and chaining:** These are procedures for teaching behavior chains, not the
components of shaping.
---
### Question 3
A behavior analyst is using shaping to teach a student to write their name. The student currently
can make only scribbles. Which of the following represents the MOST appropriate first step in
the shaping process?
A) Requiring the student to write their full name before providing reinforcement
B) Reinforcing any marks on the paper that resemble letters
C) Withholding reinforcement until the student writes the first letter correctly
D) Providing a model of the student's name and requiring imitation
**Correct Answer: B**
**Rationale:** In shaping, the initial approximation should be a response the learner can already
emit or that is very close to their current repertoire. Reinforcing any marks that resemble letters
establishes a starting point from which successive approximations can be built. Beginning with a
response the learner can already perform ensures that reinforcement can be delivered and the
shaping process can begin.
, Page 4 of 207
**Distractor Analysis:**
- **A) Requiring the full name:** This would set the criterion too high initially; the student
cannot currently write their name, so no reinforcement would be delivered.
- **C) Withholding reinforcement until first letter correct:** This sets the initial criterion too
high and would likely result in extinction of the scribbling behavior.
- **D) Providing a model and requiring imitation:** While modeling can be useful, it is not the
defining feature of shaping and may not be appropriate if the student cannot imitate.
---
### Question 4
Which behavior dimensions can be changed through differential reinforcement in a shaping
procedure?
A) Topography only
B) Rate only
C) Topography, rate, latency, duration, and intensity
D) Only latency and duration
**Correct Answer: C**
**Rationale:** Differential reinforcement can be applied to change multiple dimensions of
behavior, including topography (the form of the behavior), rate (frequency), latency (time to
onset), duration (how long the behavior lasts), and intensity/magnitude. Shaping can target any
of these dimensions depending on the terminal behavior goal.
**Distractor Analysis:**
- **A) Topography only:** This is too narrow; shaping can target many behavioral dimensions
beyond just topography.
EDF 6223 ABA & SYSTEMS SUPPORT
PREMIUM PRACTICE QUESTION BANK
2026-2027 ACADEMIC YEAR | 250+
QUESTIONS WITH DETAILED
RATIONALES
# MODULE 1: SHAPING & CHAINING
## Shaping: Successive Approximations & Differential Reinforcement
### Question 1
A behavior analyst is teaching a child to say the word "ball." The analyst first reinforces any
vocalization, then only reinforces sounds that approximate "b," then only reinforces "ba," and
finally only reinforces the full word "ball." This procedure is best described as:
A) Chaining
B) Shaping
C) Fading
D) Prompting
**Correct Answer: B**
,Page 2 of 207
**Rationale:** Shaping is defined as the differential reinforcement of successive approximations
toward a terminal behavior. In this scenario, the analyst is reinforcing closer and closer
approximations to the target response "ball" while withholding reinforcement for previous
approximations. This is the hallmark of shaping—teaching new behaviors by reinforcing gradual
steps toward the final behavior.
**Distractor Analysis:**
- **A) Chaining:** Chaining involves teaching a sequence of individual responses that together
form a complex behavior. The scenario describes teaching a single response (saying "ball"), not a
sequence of responses.
- **C) Fading:** Fading involves the gradual removal of prompts or stimuli. No prompts are
being removed in this scenario.
- **D) Prompting:** Prompting involves providing additional stimuli to evoke a response. The
scenario describes reinforcement of approximations, not the use of prompts.
---
### Question 2
The two key procedural components of shaping are:
A) Reinforcement and punishment
B) Successive approximations and differential reinforcement
C) Prompting and fading
D) Task analysis and chaining
**Correct Answer: B**
**Rationale:** Shaping requires two essential procedural components: (1) successive
approximations—responses that increasingly resemble the terminal behavior, and (2) differential
reinforcement—reinforcing only those responses that meet the current criterion while placing all
,Page 3 of 207
others on extinction. This combination allows for the gradual development of novel behaviors
that are not currently in the learner's repertoire.
**Distractor Analysis:**
- **A) Reinforcement and punishment:** While reinforcement is a component of shaping,
punishment is not a necessary or typical component.
- **C) Prompting and fading:** These are procedures used to transfer stimulus control, not the
core components of shaping.
- **D) Task analysis and chaining:** These are procedures for teaching behavior chains, not the
components of shaping.
---
### Question 3
A behavior analyst is using shaping to teach a student to write their name. The student currently
can make only scribbles. Which of the following represents the MOST appropriate first step in
the shaping process?
A) Requiring the student to write their full name before providing reinforcement
B) Reinforcing any marks on the paper that resemble letters
C) Withholding reinforcement until the student writes the first letter correctly
D) Providing a model of the student's name and requiring imitation
**Correct Answer: B**
**Rationale:** In shaping, the initial approximation should be a response the learner can already
emit or that is very close to their current repertoire. Reinforcing any marks that resemble letters
establishes a starting point from which successive approximations can be built. Beginning with a
response the learner can already perform ensures that reinforcement can be delivered and the
shaping process can begin.
, Page 4 of 207
**Distractor Analysis:**
- **A) Requiring the full name:** This would set the criterion too high initially; the student
cannot currently write their name, so no reinforcement would be delivered.
- **C) Withholding reinforcement until first letter correct:** This sets the initial criterion too
high and would likely result in extinction of the scribbling behavior.
- **D) Providing a model and requiring imitation:** While modeling can be useful, it is not the
defining feature of shaping and may not be appropriate if the student cannot imitate.
---
### Question 4
Which behavior dimensions can be changed through differential reinforcement in a shaping
procedure?
A) Topography only
B) Rate only
C) Topography, rate, latency, duration, and intensity
D) Only latency and duration
**Correct Answer: C**
**Rationale:** Differential reinforcement can be applied to change multiple dimensions of
behavior, including topography (the form of the behavior), rate (frequency), latency (time to
onset), duration (how long the behavior lasts), and intensity/magnitude. Shaping can target any
of these dimensions depending on the terminal behavior goal.
**Distractor Analysis:**
- **A) Topography only:** This is too narrow; shaping can target many behavioral dimensions
beyond just topography.
