Abstract
The present study compared the effects of discrete trial instruction (DTI) and mand training on the acquisition of independent requests in 6 children with autism. Two multiple-probe designs across participants were conducted with 3 participants receiving mand training followed by DTI and the other 3 receiving DTI followed by mand training. Eye contact and challenging behaviors were also assessed across conditions. Results indicate that 5 of 6 participants made more independent requests and acquired requesting faster in the mand training condition, had slightly better eye contact in the DTI condition, and fewer challenging behaviors in the mand training condition. Overall, the results indicate that mand training is a more efficient method for teaching children with autism to make requests.
Similar content being viewed by others
References
American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (Text Revision). Washington DC: Author.
Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral language intervention for young children with autism. Journal of Autism and Developmental Disorders, 31, 315–325.
Drash, P.W., High, R.L., & Tudor, R.M. (1999). Using mand training to establish an echoic repertoire in young children with autism. Analysis of Verbal Behavior, 16, 29–44.
Drash, P.W., & Tudor, R.M. (1993). A functional analysis of verbal delay in preschool children: Implications for prevention and total recovery. Analysis of Verbal Behavior, 11, 19–29.
Dunn, L.M., & Dunn, L.M. (1997). Peabody Picture Vocabulary Test—Third Edition. Circle Pines, MN: American Guidance Service, Inc.
Fisher, 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.
Horner, R.D., & Baer, D.M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196.
Koegel, R.L., Camarata, S., Koegel, L.K., Ben-Tall, A., & Smith, A.E. (1998). Increasing speech intelligibility in children with autism. Journal of Autism and Developmental Disorders, 28, 241–251.
Koegel, R.L., O’Dell, M.C., & Koegel, L.K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17, 187–200.
Koegel, R.L., Koegel, L.K., & Surratt, A. (1992). Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders, 22, 141–153.
Koegel, R.L., Russo, D.C., & Rincover, A. (1977). Assessing and training teachers in the generalized use of behavior modification with autistic children. Journal of Applied Behavior Analysis, 10, 197–205.
Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36, 407–414.
McGee, G.G., Krantz, P.J., & McClannahan, L.E. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis18, 17–31.
Miranda-Linne, F., & Melin, L. (1992). Acquisition, generalization, and spontaneous use of color adjectives: A comparison of incidental teaching and traditional discrete-trial procedures for children with autism. Research in Developmental Disabilities, 13, 191–210.
Neef, N.A., Walters, J., & Egel, A.L. (1984). Establishing generative yes/no responses in developmentally disabled children. Journal of Applied Behavior Analysis, 17, 453–460.
Shafer, E. (1994). A review of interventions to teach a mand repertoire. Analysis of Verbal Behavior, 12, 53–66.
Skinner, B.F. (1957). Verbal Behavior. Englewood Cliffs, NJ: Prentice Hall, Inc.
Sundberg, M.L., & Michael, J. (2001). The benefits of Skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25(5), 698–724.
Sundberg, M.L., & Partington, J.W. (1998). Teaching Language to Children with Autism or Other Developmental Disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Jennett, H.K., Harris, S.L. & Delmolino, L. Discrete Trial Instruction vs. Mand Training for Teaching Children With Autism to Make Requests. Analysis Verbal Behav 24, 69–85 (2008). https://doi.org/10.1007/BF03393058
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03393058