the importance of manding - Parents Of Autistic Children of Northern ...
the importance of manding - Parents Of Autistic Children of Northern ...
the importance of manding - Parents Of Autistic Children of Northern ...
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The Importance <strong>of</strong> Manding 10/16/2010<br />
TEACHING PROCEDURE: VOCAL MANDING<br />
1. When a learner declares motivation for a reinforcer and does not<br />
say <strong>the</strong> item name:<br />
� Vocally prompt and wait up to 3 seconds for <strong>the</strong> learner to echo<br />
� If <strong>the</strong> learner echoes your vocal prompt, immediately deliver<br />
<strong>the</strong> reinforcer<br />
� If <strong>the</strong> learner does not immediately echo your vocal prompt,<br />
model up to three times<br />
� If, at any point during <strong>the</strong> three echoic trials, <strong>the</strong> learner<br />
echoes, deliver <strong>the</strong> reinforcer<br />
� If <strong>the</strong> learner has not echoed your vocal prompt by <strong>the</strong><br />
third echoic trial, deliver a small amount <strong>of</strong> <strong>the</strong> reinforcer<br />
VIDEO<br />
TEACHING PROCEDURE: VOCAL MANDING<br />
2. Once a learner is consistently echoing <strong>the</strong> vocal prompt on <strong>the</strong> first<br />
trial, begin to transfer control from <strong>the</strong> vocal prompt to <strong>the</strong> item<br />
presence:<br />
� Vocally prompt and wait up to 3 seconds for <strong>the</strong> learner to echo<br />
� If <strong>the</strong> learner echoes your vocal prompt, DO NOT immediately<br />
deliver <strong>the</strong> reinforcer; ra<strong>the</strong>r, wait up to 3 seconds for <strong>the</strong><br />
learner to mand again independently<br />
� If <strong>the</strong> learner mands independently within <strong>the</strong> 3 seconds,<br />
immediately deliver <strong>the</strong> reinforcer<br />
� If <strong>the</strong> learner has not manded by <strong>the</strong> end <strong>of</strong> <strong>the</strong> 3 seconds,<br />
vocally prompt <strong>the</strong> mand and, after <strong>the</strong> learner echoes,<br />
deliver a small amount <strong>of</strong> <strong>the</strong> reinforcer<br />
VIDEO-1<br />
VIDEO-2<br />
TEACHING PROCEDURE: VOCAL MANDING<br />
3. Once a learner is consistently <strong>manding</strong> under <strong>the</strong> control <strong>of</strong> <strong>the</strong> item,<br />
begin to transfer control from <strong>the</strong> item presence to motivational<br />
control:<br />
� After <strong>the</strong> learner has declared motivation, wait up to 3 seconds for<br />
<strong>the</strong> mand under <strong>the</strong> control <strong>of</strong> <strong>the</strong> item presence<br />
� If <strong>the</strong> learner mands under <strong>the</strong> control <strong>of</strong> <strong>the</strong> item, DO NOT<br />
immediately deliver <strong>the</strong> reinforcer; ra<strong>the</strong>r, remove <strong>the</strong> item from<br />
sight and wait up to 3 seconds for <strong>the</strong> learner to mand under<br />
motivational control<br />
� If <strong>the</strong> learner mands in <strong>the</strong> absence <strong>of</strong> <strong>the</strong> item within <strong>the</strong> 3<br />
seconds, immediately deliver <strong>the</strong> reinforcer<br />
� If <strong>the</strong> learner has not manded by <strong>the</strong> end <strong>of</strong> <strong>the</strong> 3 seconds,<br />
return <strong>the</strong> item to sight, wait up to 3 seconds for <strong>the</strong> learner to<br />
mand, and <strong>the</strong>n deliver a small amount <strong>of</strong> <strong>the</strong> reinforcer<br />
Dower and Associates, Inc. 2010 5
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