Teaching the Mand “When?” to Children With Autism Spectrum Disorder
- 58 Downloads
People diagnosed with autism spectrum disorder (ASD) may need specific teaching to learn mands for information. Unfortunately, little research has been published on methods for teaching the mand “When?” to this population. The purpose of the current study was to replicate and extend previous research by teaching 3 children diagnosed with ASD to mand “When?” by teaching multiple topographies of the mand, measuring mand variability, assessing social validity, interspersing a previously acquired mand for information, using multiple-exemplar training, employing a different experimental preparation, and including participants with different skill sets. All participants (a) learned to mand “When?” only during establishing operation trials (not during abolishing operation trials) within 8 teaching trials, (b) generalized manding with novel items and a novel person and setting, (c) maintained a previously learned mand for information, and (d) maintained skills at follow-up. Upon mastery, 2 participants varied mand topography. Respondents rated the intervention as having high social validity.
KeywordsMand When Information Motivating operations
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
- Bloom, L., Merkin, S., & Wootten, J. (1982). Wh- questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084–1092.Google Scholar
- Development. (n.d.). American Speech-Language-Hearing Association. http://www.asha.org/public/speech/development/34/
- Fisher, W. W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491–498.Google Scholar
- Howlett, M., Sidener, T. M., Progar, P. R., & Sidener, D. W. (2011). Manipulation of motivating operations and use of a script-fading procedure to teach mands for location to children with language delays. Journal of Applied Behavior Analysis, 44, 943–947. https://doi.org/10.1901/jaba.2011.44-943 CrossRefPubMedPubMedCentralGoogle Scholar
- Linder, T. (2008). Transdisciplinary play-based assessment (2nd ed.). Baltimore, MD: Brookes.Google Scholar
- Reimers, T. M., & Wacker, D. P. (1988). Parents’ rating of the acceptability of behavioral treatment recommendation made in an outpatient clinic: A preliminary analysis of the influence of treatment effectiveness. Behavioral Disorders, 14, 7–15. https://doi.org/10.1177/019874298801400104 CrossRefGoogle Scholar
- Somers, A., Sidener, T. M., DeBar, R. M., & Sidener, D. W. (2014). Establishing concurrent mands for items and mands for information about location in children with autism. The Analysis of Verbal Behavior, 30, 29–35. https://doi.org/10.1007/s40616-014-0007-x CrossRefPubMedPubMedCentralGoogle Scholar
- Sundberg, M. L. (2008). The verbal behavior milestones assessment and placement program: A language and social skills assessment program for children with autism or other developmental disabilities. Concord, CA: AVB Press.Google Scholar