the importance of manding - Parents Of Autistic Children of Northern ...

The Importance of Manding 10/16/2010
� Differences:
“Traditional” behavior-analytic
programming
� Early focus on vocal imitation,
labeling, attending, imitation,
receptive, and table teaching
skills
MANDING OVERVIEW
� Pairing
Programming that emphasizes
Skinner’s analysis of verbal
behavior
� Associate yourself with improving conditions
� Early focus on teaching in the
context of motivation and on
developing the manding
repertoire
� The use of assessments (e.g.,
Assessment of Basic Language
and Learning Skills (ABLLS or
ABLLS- R) and the Verbal
Behavior – Milestones
Assessment and Placement
Program (VB-MAPP)) based
upon Skinner’s analysis of
verbal behavior to facilitate
intervention
� Make yourself “number two”… become the M & M
� Surround yourself with reinforcers and deliver reinforcers
non-contingently (requiring no effort)
� Be a giver and not a taker
� Be a “conveyer belt of fun”
� Think of pairing as making “deposits in a bank”
� Pairing is a process that looks different and takes varying
amounts of time depending on the learner
VIDEO
MANDING OVERVIEW (continued)
� Manding
� Manding as the first response required
� Capture and contrive motivation across reinforcers, types of motivation,
settings, and people
� Take advantage of existing motivation and contrive new motivation
� Teach strongest motivators first (not most socially appropriate or
generalized)
� NOT “please,” “thank you,” “more,” “help,” “yes,” “no”
� Teach mands that are very topographically distinct initially
� Incorporate hundreds of trials throughout each day
� Practice reading “declarations of motivation”
� Make talking easy, especially at first
� Fade prompts as quickly as possible, without allowing errors that make
communicating effortful or frustrating
Dower and Associates, Inc. 2010 3