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Teaching Mands to Children with Autism Spectrum Disorder Using Behavior Chain Interruption Strategies: a Systematic Review

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Abstract

We identified and analyzed studies that were aimed at teaching children with autism spectrum disorder (ASD) manding skills using behavior chain interruption strategies. A systematic search of databases, reference lists, and journals identified 15 studies that met the inclusion criteria. Included studies were then summarized in terms of (a) participant characteristics, (b) dependent variables, (c) type of behavior chain interruption strategies used, (d) prompting procedures, (e) communication modality, (f) research design, (g) results, and (h) certainty of evidence. The most commonly used type of behavior chain interruption strategy was the missing item format. All of the studies used systematic prompting and fading procedures, most commonly modeling and time delay. All of the included studies reported gains in targeted communication skills. Results suggest that behavior chain interruption strategies can be effective for teaching manding skills to individuals with ASD. Implications for practitioners and suggestions for future research are discussed.

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Authors and Affiliations

  1. Department of Educational Psychology, University of North Texas, 1155 Union Circle, Denton, TX, #311335, USA

    Amarie Carnett

  2. School of Education, Victoria University of Wellington, Wellington, New Zealand

    Hannah Waddington, Alicia Bravo & Jeff Sigafoos

  3. Department of Special Education, Georgia State University, Atlanta, GA, USA

    Sarah Hansen

  4. Clinic for Autism Research Evaluation and Support, Texas State University, San Marcos, TX, USA

    Russell Lang

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  1. Amarie Carnett
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  2. Hannah Waddington
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  3. Sarah Hansen
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  4. Alicia Bravo
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  5. Jeff Sigafoos
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  6. Russell Lang
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Correspondence to Amarie Carnett.

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Carnett, A., Waddington, H., Hansen, S. et al. Teaching Mands to Children with Autism Spectrum Disorder Using Behavior Chain Interruption Strategies: a Systematic Review. Adv Neurodev Disord 1, 203–220 (2017). https://doi.org/10.1007/s41252-017-0038-0

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