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

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The Importance of Manding 10/16/2010 MANDING WITH EARLY LEARNERS CHARACTERISTICS OF EARLY MANDS � Prompted mands of any form (vocal, sign, PECS, picture exchange, voice output device) � Manding under the control of item presence � Developing a few spontaneous (i.e., under motivational control without the item present) mands � Generalizing a few mands across settings, people, and reinforcer exemplars (i.e., different examples of the same item) TEACHING PROCEDURE: VOCAL MANDING � Vocal manding prompt hierarchy 1. Vocal (echoic) prompt: reinforcer name 2. Item present 3. Motivation is strong Dower and Associates, Inc. 2010 4
The Importance of Manding 10/16/2010 TEACHING PROCEDURE: VOCAL MANDING 1. When a learner declares motivation for a reinforcer and does not say the item name: � Vocally prompt and wait up to 3 seconds for the learner to echo � If the learner echoes your vocal prompt, immediately deliver the reinforcer � If the learner does not immediately echo your vocal prompt, model up to three times � If, at any point during the three echoic trials, the learner echoes, deliver the reinforcer � If the learner has not echoed your vocal prompt by the third echoic trial, deliver a small amount of the reinforcer VIDEO TEACHING PROCEDURE: VOCAL MANDING 2. Once a learner is consistently echoing the vocal prompt on the first trial, begin to transfer control from the vocal prompt to the item presence: � Vocally prompt and wait up to 3 seconds for the learner to echo � If the learner echoes your vocal prompt, DO NOT immediately deliver the reinforcer; rather, wait up to 3 seconds for the learner to mand again independently � If the learner mands independently within the 3 seconds, immediately deliver the reinforcer � If the learner has not manded by the end of the 3 seconds, vocally prompt the mand and, after the learner echoes, deliver a small amount of the reinforcer VIDEO-1 VIDEO-2 TEACHING PROCEDURE: VOCAL MANDING 3. Once a learner is consistently manding under the control of the item, begin to transfer control from the item presence to motivational control: � After the learner has declared motivation, wait up to 3 seconds for the mand under the control of the item presence � If the learner mands under the control of the item, DO NOT immediately deliver the reinforcer; rather, remove the item from sight and wait up to 3 seconds for the learner to mand under motivational control � If the learner mands in the absence of the item within the 3 seconds, immediately deliver the reinforcer � If the learner has not manded by the end of the 3 seconds, return the item to sight, wait up to 3 seconds for the learner to mand, and then deliver a small amount of the reinforcer Dower and Associates, Inc. 2010 5
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