Shaping Sammy’s Singing Skills: A Behavior Analytical Approach
Identifying Sammy’s Starting Behavior
Sammy’s starting behavior is his ability to sing a few basic notes or sounds. Since he is only five years old, he may not have the complete ability to sing “America the Beautiful” fluently. He might be able to hum or sing simple nursery rhymes, but he has not yet developed the skills necessary to perform this specific song.
Successive Approximations and Terminal Behavior
Terminal Behavior: Sammy will be able to sing “America the Beautiful” with correct lyrics and melody when prompted.
Five Successive Approximations
1. Approximation 1: Sammy hums the melody of “America the Beautiful.”
– Reinforcement: Praise and encouragement for any attempt at humming the tune.
2. Approximation 2: Sammy sings the first line of the song (e.g., “O beautiful for spacious skies”) using the correct pitch but may miss some notes.
– Reinforcement: Provide immediate verbal praise and perhaps a small reward (like a sticker) for singing any part of the song.
3. Approximation 3: Sammy sings the first line with correct lyrics and melody but is still hesitant or quiet.
– Reinforcement: Use enthusiastic praise and a high-five, encouraging him to sing louder.
4. Approximation 4: Sammy sings the first two lines correctly and confidently.
– Reinforcement: Celebrate his progress with more significant rewards like extra playtime or a special treat.
5. Approximation 5: Sammy sings the entire song, albeit with minor errors in pitch or timing.
– Reinforcement: Acknowledge his effort and performance with a significant reward, such as a small gift or special recognition, emphasizing his achievement.
Role of Differential Reinforcement
Differential reinforcement will be crucial in shaping Sammy’s singing behavior. By selectively reinforcing only those behaviors that are closer to the terminal behavior while withholding reinforcement for less desirable responses (e.g., mumbling or singing off-key), we encourage Sammy to engage in behaviors that lead him toward successfully singing “America the Beautiful.” This approach helps to refine his skills incrementally, ensuring that he receives positive feedback as he progresses through each successive approximation.
Motivating Operations (MO)
To enhance Sammy’s learning experience, I will implement several motivating operations:
– Social Reinforcement: Knowing that performing at his kindergarten graduation is a significant event may serve as a natural motivator for Sammy. The anticipation of receiving applause and praise from family, friends, and peers can motivate him to practice more diligently.
– Tangible Rewards: Offering tangible rewards (like stickers or small toys) for completing specific tasks related to singing can enhance his motivation. Creating a visual chart to track his progress can also provide motivation as he sees how far he’s come.
– Emotional Support: Encouraging Sammy through positive affirmations and expressing excitement about his performance can foster a supportive environment that boosts his confidence.
Compassionate and Ethical Considerations
It is essential to adhere to ethical guidelines set forth by the Behavior Analyst Certification Board (BACB). Key considerations include:
– Informed Consent: Ensure that Sammy’s parents are informed about the teaching method and agree to these procedures.
– Respecting Sammy’s Autonomy: Allowing Sammy to express his feelings about singing; if he shows discomfort, it may be necessary to adjust our approach accordingly.
– Positive Reinforcement Focus: Emphasize positive reinforcement rather than using punitive measures, ensuring that Sammy feels supported throughout the learning process.
– Individualization: Tailor the teaching process to meet Sammy’s unique needs, taking into account his interests and preferences.
Avoiding Undesirable Behaviors
While focusing on shaping Sammy’s singing behavior, it is possible to inadvertently shape undesirable behaviors, such as avoidance or frustration if he feels overwhelmed.
Strategies to Avoid Undesirable Behaviors:
1. Pacing: Monitor Sammy’s comfort levels and adjust the pace of learning based on his reactions. If he seems frustrated at any point, it may be beneficial to slow down and revisit earlier approximations.
2. Immediate Feedback: Provide immediate and constructive feedback during each session to ensure that Sammy understands what he is doing well and where he can improve without feeling discouraged.
3. Create a Fun Environment: Ensure that singing remains enjoyable rather than a chore. Incorporate games or playful singing activities to maintain his interest and enthusiasm.
4. Emotional Check-ins: Regularly check in with Sammy about how he feels about practicing and performing. If he expresses anxiety or discomfort, address those feelings directly and adjust expectations accordingly.
By employing these strategies within a compassionate framework, we can effectively teach Sammy to sing “America the Beautiful” while fostering an enriching and supportive learning environment.
