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Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism

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Abstract

This study replicated and extended the methodology used in Howlett et al. (Journal of Applied Behavior Analysis, 44, 943–947 2011) to bring the mands “Where’s (item)?” and “I want (item)” under appropriate antecedent control in two boys diagnosed with autism. Trials were alternated in which items were present, missing, and within view (but inaccessible) and missing and out of view. To program for generalization, fifteen items, multiple trainers, and multiple settings were used during teaching. For both participants, manding generalized to novel items, instructors, settings, and situations and maintained after 2 weeks following teaching. Results of the social validity assessment indicated that school staff found the procedures highly acceptable.

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Authors and Affiliations

  1. Department of Applied Behavior Analysis, Caldwell College, 120 Bloomfield Ave., Caldwell, NJ, 07006, USA

    Alexis Somers, Tina M. Sidener & Ruth M. DeBar

  2. Garden Academy, 276 Parker Ave., Maplewood, NJ, 07040, USA

    David W. Sidener

Authors
  1. Alexis Somers
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  2. Tina M. Sidener
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  3. Ruth M. DeBar
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  4. David W. Sidener
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Corresponding author

Correspondence to Tina M. Sidener.

Additional information

This study is based on a thesis submitted by the first author, under the supervision of the second author, to the Department of Applied Behavior Analysis at Caldwell College for the Master of Arts in Applied Behavior Analysis.

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Somers, A., Sidener, T.M., DeBar, R.M. et al. Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism. Analysis Verbal Behav 30, 29–35 (2014). https://doi.org/10.1007/s40616-014-0007-x

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  • DOI: https://doi.org/10.1007/s40616-014-0007-x

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