Videos

Provides a demonstration of mand training procedures with a student using sign language as a response form. Also includes one example of teaching the transfer of signed skills to vocal responding. The footage shows the session without narration.

The importance of data collection as a process to guide mand training is presented. Methods for collecting both mand acquisition and mand frequency data are described.

Although procedures presented in this series promote reducing errors during mand training, it is acknowledged that errors may occur in the process. This segment reviews the types of errors that may occur and procedures for correcting errors during mand training.

Mand training starts with identifying items and events which are generally valuable for students. This segment covers how to select reinforcers that will serve as the starting point for mand training.

The methods to establish an initial mand are described including issues related to prompting responses. Shaping is described as a process of systematic application of successive approximations and differential reinforcement. The importance of systematically using and fading prompts is introduced.

This segment extends basic mand training procedures for students who may use sign language as their primary response form.

The initial steps for teaching mands are presented. This segment introduces mand teaching procedures for students who will make requests through vocalizations (speaking).

Transfer trials are teaching trials for mands that deliberately fade prompts. Two types of prompt fading transfer trials are described: within trial transfer trials and second trial transfers.

This segment includes examples of the different types of mand necessary for effective communication. The relation between motivation and requesting for all mands is stressed.

The mismatch of intervention and need is often what causes our students to struggle with actualizing growth and positive student outcomes. Guest, Dr. Amanda VanDerHeyden helps us understand matching intervention to students’ needs.