Communication: A Vital Tool to Student Success Part 1

Meggin Funk, M.S. Ed., BCBA and Ashley Meyer, M.Ed., BCBA Author

01/07/2020 Added

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This webinar will help the learner understand why manding (requesting) is a vital skill. How to effectively utilize student motivation and how to use errorless teaching and error correction to teach manding.

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[00:00:01.760]Welcome to the webinar
[00:00:03.460]Communication: A Vital Tool to Build Student Success
[00:00:06.760]Part One Teaching How to Mand.
[00:00:12.500]I'm Meggin Funk, Western Region Coordinator
[00:00:15.000]for the Nebraska ASD Network.
[00:00:17.490]And I'm Ashley Meyer, a Behavior Specialist
[00:00:19.640]for the Nebraska ASD Network.
[00:00:23.490]Learner objectives for this webinar
[00:00:25.560]include describing why manding is vital,
[00:00:29.390]utilizing student motivation,
[00:00:31.760]determining individualized goals for manding,
[00:00:34.950]and using errorless teaching and error correction.
[00:00:38.950]What is manding?
[00:00:40.260]The basic principle of manding is want it, say it, get it.
[00:00:44.420]If you want something you are motivated for it.
[00:00:47.770]You are hungry and you want an apple
[00:00:50.050]so you say apple and someone gives you an apple.
[00:00:52.950]You need to open a door but it's locked
[00:00:55.700]so you ask for a key and someone gives you a key.
[00:00:59.140]If you get lost and need to figure out
[00:01:01.560]how to find a specific place you ask for directions
[00:01:04.620]and hopefully you've asked the right person
[00:01:06.870]who can give you the directions.
[00:01:08.780]Again, you want it, say it, get it.
[00:01:13.620]Some important facts to remember about a mand
[00:01:16.300]is that it's controlled by motivation.
[00:01:18.470]This is the want it part.
[00:01:20.580]The mand is the only verbal operant
[00:01:22.620]that directly benefits the speaker.
[00:01:24.720]This simply means that the item being manded for
[00:01:27.690]is the item that the speaker receives.
[00:01:29.860]When teaching a learner how to mand
[00:01:32.330]you will need to teach more than one mand
[00:01:34.710]right from the beginning.
[00:01:36.570]This helps the learner to discriminate
[00:01:38.810]between different names of different items
[00:01:41.460]so that they don't accidentally overgeneralize one mand
[00:01:45.530]and when working on manding,
[00:01:47.010]which is an expressive language component,
[00:01:49.100]we also wanna be working on receptive targets.
[00:01:52.730]Mand is a term created by B.F. Skinner
[00:01:55.410]that simply means request.
[00:01:57.950]Other common terms include asking for something,
[00:02:01.010]a question, demand, inquiring, or command.
[00:02:04.920]As a baby we mand by crying for food,
[00:02:07.816]a diaper change, or attention.
[00:02:10.530]We mand hundreds of times a day.
[00:02:13.310]For example, at a conference we may ask
[00:02:16.460]what session are you going to
[00:02:17.880]or where is the session being held?
[00:02:19.960]Where is the restroom?
[00:02:21.400]Save me a seat please or what's the WiFi password?
[00:02:25.030]One of my favorites though would be
[00:02:27.420]could you bring me some coffee?
[00:02:29.250]We mand all day long.
[00:02:32.410]Skinner taught that manding
[00:02:33.740]is the very first type of verbal behavior that we acquire.
[00:02:36.860]Mands help students to control their environment,
[00:02:40.280]helping them to meet their wants and needs.
[00:02:42.730]Mand training makes social interactions more valuable
[00:02:45.650]because the student gains access to their favorite things
[00:02:48.370]by interacting with you, which then may also assist
[00:02:51.620]in developing the value of communication,
[00:02:54.460]spurring the acquisition of other verbal operants.
[00:02:57.551]Manding is relatively easy to do
[00:02:59.800]because you are using the child's motivation as the tool.
[00:03:03.370]With the focus on motivation and developing new reinforcers
[00:03:07.060]manding may serve to reduce the value of repetitive
[00:03:10.170]or stereotyped actions.
[00:03:13.354]Mands are driven by motivation.
[00:03:15.730]This is individualized.
[00:03:17.470]Take a minute and think about what motivates you.
[00:03:20.550]List a couple of things from each of these categories
[00:03:23.220]that might be motivating to you.
[00:03:30.950]As you can see
[00:03:31.783]we are all motivated by various items
[00:03:34.150]whether they be social, tangible, sensory, food or drink,
[00:03:38.050]et cetera but how do we know what motivates our students?
[00:03:41.890]We've all had students who are easily motivated by things
[00:03:45.050]but we also have those students
[00:03:47.410]that it's just harder to pinpoint
[00:03:49.590]what it is that they are motivated by.
[00:03:51.820]We can use preference checklists
[00:03:53.800]which help us to look at numerous categories of items.
[00:03:57.380]We can do observations and simply watch students
[00:04:00.150]as they wander around their environment and approach items
[00:04:03.370]even if it's just a quick glance of the eyes
[00:04:05.470]checking out the item.
[00:04:07.170]For some students we can use a forced choice assessment
[00:04:10.700]where they are given the option of two items
[00:04:13.540]that they must choose from.
[00:04:15.190]We can also do an interview with the student,
[00:04:17.620]parents, or teachers.
[00:04:19.740]You can use one
[00:04:21.019]a combination of any of these methods to gather data
[00:04:24.330]about what might be motivating for your learner.
[00:04:27.960]Mands can be in many response forms.
[00:04:30.690]We can speak or use gestures and sign language.
[00:04:34.940]Some people use picture exchange systems or an AAC device.
[00:04:39.130]Some students continue to use defective mands
[00:04:41.930]such as grabbing, screaming, and crying or hitting, biting,
[00:04:46.240]possibly even a self injurious behavior
[00:04:48.410]to have their needs met.
[00:04:49.940]For most of our students crying was an acceptable way
[00:04:53.510]to mand for wants and needs to be met
[00:04:56.280]so they continue to get their needs met in this way
[00:04:59.680]unless we work to teach them
[00:05:02.060]more socially appropriate forms of manding as we grow older.
[00:05:05.830]If we don't teach them then they will continue to use
[00:05:09.890]what works for them.
[00:05:12.170]There are many types of mands.
[00:05:14.030]We can mand for items that are present
[00:05:15.960]and in our immediate environment
[00:05:17.450]which are the easiest items to begin to mand for.
[00:05:20.250]We can also mand for more complex things
[00:05:22.931]such as activities, actions, attention,
[00:05:26.070]continued conversation, and more.
[00:05:29.200]The mand requires social approach and initiation.
[00:05:32.550]The student needs to be willing to come towards you
[00:05:35.810]to approach you,
[00:05:37.650]attempt to initiate an interaction with you.
[00:05:40.520]The interactions that the student has
[00:05:42.820]must have value to them.
[00:05:44.520]Manding also requires for the student to be flexible
[00:05:47.960]and communicate using specific verbal responses.
[00:05:51.730]Remember verbal responses
[00:05:53.410]can be in the form of an AAC device,
[00:05:55.800]a vocal output, or picture.
[00:05:59.750]If you are going to be working on
[00:06:01.410]teaching a learner how to mand
[00:06:03.760]it is recommend to start with specific mands
[00:06:07.030]or specific noun or verb labels
[00:06:09.760]rather than generalized mands.
[00:06:12.150]Generalized mands or words that have multiple meanings
[00:06:16.306]can cause problem behaviors
[00:06:19.210]because if the listener does not know
[00:06:21.770]what the student wants help with or more of
[00:06:25.664]then it can cause confusion and frustration.
[00:06:30.620]We also want to caution you that manding is fun.
[00:06:34.400]Please remember that we are using items
[00:06:37.040]that the student loves and wants to get to have.
[00:06:40.440]So because they are motivated for the items and activities
[00:06:43.710]they are going to be willing to work with you
[00:06:46.480]to gain access to the items that they want.
[00:06:49.390]They will begin to pair with you
[00:06:51.560]that good things just happen when you are around
[00:06:54.750]and in their world
[00:06:56.250]so you allow them access to their favorite things.
[00:07:00.860]Why do we need to teach mands?
[00:07:02.960]Skinner identified that manding
[00:07:04.880]is the very first verbal operant learned.
[00:07:07.770]Individuals with autism may not readily learn
[00:07:11.090]to emit mands without specific teaching.
[00:07:14.800]When we work on teaching mands we're going to use
[00:07:17.440]the learner's favorite items and activities
[00:07:19.670]and teach them to request them by their names.
[00:07:24.410]As you can see there is a lot of supporting research
[00:07:27.670]that shows us that teaching specific mands
[00:07:30.341]is the best place to start.
[00:07:32.700]According to Sundberg, developmentally
[00:07:35.280]children do typically acquire specific mands
[00:07:38.170]before generalized mands.
[00:07:41.440]If we begin teaching generalized mands
[00:07:43.910]we will eventually have to fade out the generalized mand
[00:07:47.270]as we train the specific mand.
[00:07:49.450]A well documented side effect of extinction
[00:07:52.340]is an extinction burst
[00:07:54.060]which can involve a temporary increase in frequency,
[00:07:57.240]intensity, and duration of problematic behavior
[00:08:00.710]according to Lerman and Iwata.
[00:08:02.920]So for example if you have a student
[00:08:05.170]who has been allowed to use generalized mands such as please
[00:08:08.887]and now you want them to learn the specific names
[00:08:12.130]and specific mands for items or activities,
[00:08:15.170]so you're going to expect them to label that item
[00:08:18.040]say you want them to ask for cookie or ball,
[00:08:21.610]you want them to say cookie or ball
[00:08:24.520]and not please, please, please.
[00:08:26.990]They might have an extinction burst
[00:08:28.830]and try to say please more before they realize
[00:08:32.610]that doesn't get them what they want anymore
[00:08:34.830]so now they have to say cookie or ball
[00:08:37.390]or the specific noun or verb label.
[00:08:40.550]We want to train specific mands
[00:08:42.630]to support the development of other verbal operants
[00:08:45.630]such as a tact or echoic.
[00:08:49.160]In this graph by Mike Miklos
[00:08:51.410]we see that in baseline data
[00:08:53.410]the student is demonstrating aggressive behaviors
[00:08:56.010]between 25 and 35 times per session.
[00:08:59.510]There is the intervention of mand training
[00:09:02.070]started at session seven
[00:09:04.210]and we see the immediate extinction burst
[00:09:06.430]where it goes up on the graph
[00:09:08.330]and aggressive behavior skyrockets
[00:09:10.330]to over 50 times per session.
[00:09:12.470]Notice that the extinction burst
[00:09:14.200]lasts over multiple sessions.
[00:09:16.670]In fact, the data doesn't start to move downward
[00:09:19.970]until day three to back to baseline
[00:09:23.010]and then on the 4th session after implementing mand training
[00:09:27.090]it finally decreases to zero aggressive behaviors.
[00:09:30.750]So you can see
[00:09:31.583]how this can have a huge impact on your students.
[00:09:34.270]If they know how to mand for specific items
[00:09:37.440]then they no longer need to use problem behaviors
[00:09:40.030]to get that need met.
[00:09:42.840]So we've touched on the requirements of manding;
[00:09:45.940]approach, initiation, interactions,
[00:09:49.170]flexibility, and communication.
[00:09:51.250]We can use this information to determine
[00:09:53.520]when to begin formal mand training.
[00:09:56.170]We can begin formal mand training
[00:09:58.306]when the learner is willing to approach others
[00:10:01.070]and stay within a close proximity with consistency.
[00:10:04.810]They need to be motivated
[00:10:06.100]by at least two different items or activities
[00:10:08.700]but more is better.
[00:10:10.170]We want to consider the strength and consistency
[00:10:12.980]of the student's attempts to show motivation,
[00:10:15.810]interest in items, or activities
[00:10:18.160]that will then serve as the mand training targets.
[00:10:22.860]So what are the best items or activities
[00:10:24.860]for teaching mands?
[00:10:26.370]We want to choose items that can be delivered quickly.
[00:10:29.360]We will have the items at our fingertips
[00:10:31.190]so that we can deliver them within one to two seconds
[00:10:33.490]of the student's mand.
[00:10:34.930]The student will only have a brief period of contact with it
[00:10:37.950]and then it is able to come back under teacher control.
[00:10:41.240]Consumables are easily delivered but also naturally go away
[00:10:45.100]so we don't have to try to regain that control.
[00:10:47.940]Again, remember we want to use items
[00:10:49.870]that are highly motivating to the student.
[00:10:52.310]We wanna make sure
[00:10:53.150]that the student is able to produce the mand
[00:10:55.270]or at least a gross approximation of the mand
[00:10:57.640]that we can shape.
[00:10:59.580]What do you think?
[00:11:00.420]What items or activities would be easiest
[00:11:02.860]to start teaching first?
[00:11:04.710]Share in the chat box and remember the different categories
[00:11:08.010]that we discussed earlier.
[00:11:13.620]We can capture motivation
[00:11:15.390]through meeting our students' most basic needs;
[00:11:18.020]hunger, thirst, warmth, et cetera;
[00:11:20.310]and we can also meet contextual needs
[00:11:22.550]within the student's natural environment.
[00:11:24.820]When a student is hungry
[00:11:25.920]we can teach mands for food at a snack time.
[00:11:28.940]Please keep in mind that we do have students
[00:11:31.840]who have difficulty eating
[00:11:33.230]and so using food might not be the best for your student.
[00:11:35.840]If a student is getting ready to go outside and play
[00:11:38.510]then have them mand for a coat or jacket.
[00:11:41.090]If a student is needing to draw a picture
[00:11:43.300]you could have them mand for crayons or by color.
[00:11:46.130]If a student has a favorite show
[00:11:48.140]have them mand for the remote or say on
[00:11:51.470]and you can turn it on.
[00:11:53.170]Please share with us some ways you have captured motivation
[00:11:56.260]in the chat box.
[00:12:01.580]In contriving motivation
[00:12:03.120]we still use the child's favorite items
[00:12:05.490]but we manipulate the situation
[00:12:07.150]to make interacting with us more valuable to the student.
[00:12:10.660]We can put a favorite toy in a container
[00:12:12.720]that the child can't open without our help.
[00:12:15.730]Hand the child a bowl of cereal but forget the spoon.
[00:12:18.950]Many times we have students who are highly motivated
[00:12:21.810]to watch a favorite video
[00:12:23.430]so we can turn the video on and then stop or pause it.
[00:12:26.930]We might have their favorite snack
[00:12:28.740]but we offer it to appear beside them
[00:12:31.200]encouraging them to mand for some of their favorite snack.
[00:12:34.600]We can also interrupt a chain procedure
[00:12:37.099]before it becomes complete.
[00:12:39.130]For instance, a child loves to complete puzzles
[00:12:42.460]but we remain in control of the final piece
[00:12:45.280]so they have to mand for the item to complete the puzzle.
[00:12:49.570]What are some ways that you have contrived motivation
[00:12:52.580]with your students?
[00:12:54.020]Please share in the chat box.
[00:13:00.010]We can determine goals for our mand training
[00:13:02.470]in various ways.
[00:13:03.720]In fact we don't want to rely on a single item,
[00:13:06.150]we want to develop a well-rounded set of goals.
[00:13:09.010]We can use language assessments such as the VB-MAPP,
[00:13:12.510]ABLLS-R, AFLS, or Essentials for Living.
[00:13:15.730]We can look at assessments completed by specialists
[00:13:18.270]working with the student such as SLPs, OTs, PTs, et cetera.
[00:13:23.200]We can do observations of the student
[00:13:25.100]within their environment
[00:13:26.170]to see what skills they need to complete on a daily basis.
[00:13:29.420]We also want to get family input.
[00:13:33.080]Assessment is vital when developing your goals.
[00:13:35.940]Mark Sundberg stated
[00:13:37.080]that the failure to conduct an appropriate assessment
[00:13:39.960]results in one of the biggest problems
[00:13:41.830]that serve students with ASD, an inappropriate curriculum.
[00:13:46.500]So please remember
[00:13:47.420]that we are creating an individualized plan.
[00:13:50.310]We need to use assessments specific to students with autism,
[00:13:53.680]we need to use observations, specialist assessment,
[00:13:57.180]and have family input.
[00:14:00.060]So what makes a great goal?
[00:14:02.100]We want SMART goals.
[00:14:03.570]So remember to keep it specific, measurable, attainable,
[00:14:07.600]relevant, and have time criteria.
[00:14:11.000]Remember, we want to make goals individualized,
[00:14:14.010]functional for the student themselves
[00:14:16.760]and we want our goals to be trained to novel
[00:14:20.400]until the student can do it to a generalization
[00:14:23.848]across people and different settings.
[00:14:26.940]So initially our goals are going to be very simple
[00:14:31.180]and they're going to mand for that object
[00:14:32.880]right in front of them but remember
[00:14:34.350]we're gonna grow them more and more complex
[00:14:36.830]like the way you and I mand for directions
[00:14:39.770]when we're at a conference.
[00:14:42.380]Once you've gathered your data,
[00:14:44.400]completed your assessments,
[00:14:45.850]and written your individualized functional manding goals,
[00:14:49.420]then it's time to begin mand training.
[00:14:51.820]We're going to be reviewing the steps of errorless teaching
[00:14:55.500]for mand training.
[00:14:57.020]There are three basic steps to mand training.
[00:14:59.580]First we have to verify that motivation is in place.
[00:15:02.830]Then we prompt the mand.
[00:15:05.560]After the student follows our prompt
[00:15:08.220]and mands for the item or activity
[00:15:10.130]then we're going to deliver it and model the response form.
[00:15:13.440]So we're basically going to say the name
[00:15:15.340]of the item or activity again while giving that item
[00:15:18.050]to the student.
[00:15:18.960]So remember, want it, say it, get it.
[00:15:21.990]There are two different types of mand training
[00:15:24.310]that we'll be discussing.
[00:15:25.710]The first is second trial transfer
[00:15:28.390]and the 2nd is with-in trial transfer.
[00:15:33.120]So for the second trial transfer
[00:15:35.630]we're going to use items that can be broken down
[00:15:38.140]or have multiple parts.
[00:15:39.800]We're gonna first check for the motivation
[00:15:41.750]and prompt the student.
[00:15:43.070]When we'll deliver just a small portion of the item
[00:15:47.280]while we pair that response form.
[00:15:49.840]Then we want to signal that more of the item is available.
[00:15:53.260]The student will mand for it.
[00:15:55.300]This time they don't get the prompt,
[00:15:57.430]it's done independently so they are given more of the item
[00:16:01.200]to differentiate the difference between the prompted
[00:16:04.880]versus the independent manding.
[00:16:07.300]So for example,
[00:16:08.610]if you have a student who loves LEGOs
[00:16:10.890]those can be broken down into smaller parts
[00:16:13.260]and delivered individually.
[00:16:15.530]So we're gonna first check for motivation
[00:16:17.460]so hold out the LEGOs
[00:16:18.940]and see if the student seems like they want them.
[00:16:21.220]So they might be looking at them, smiling at them,
[00:16:23.300]reaching for them, then we're gonna prompt them LEGOs
[00:16:26.440]and they say LEGOs or they try to say LEGOs
[00:16:29.100]and we give them one LEGO when they do that.
[00:16:31.300]Then we're gonna hold out more LEGOs in front of them
[00:16:34.380]kind of enticing them
[00:16:35.770]and wait for them to say it again on their own.
[00:16:38.860]When they do that, when they say LEGOs
[00:16:41.040]then we give more LEGOs.
[00:16:42.840]We give them maybe 10 pieces of LEGOs
[00:16:45.080]and again model that response for 'em so LEGOs
[00:16:48.470]while we hand that to them.
[00:16:51.060]The next type of mand training
[00:16:52.760]is with-in trial transfer.
[00:16:54.470]We first check for motivation,
[00:16:56.570]we show the student two different items,
[00:16:58.950]and then they will go towards one of the items
[00:17:02.430]with a smile or reaching towards it.
[00:17:04.800]We then prompt by giving the name of the item,
[00:17:07.730]label it for them, the student mands for the item
[00:17:10.830]given the prompt that we have provided,
[00:17:13.550]the student doesn't get the item quite yet.
[00:17:16.220]Now we're to step four where we transfer the prompt out.
[00:17:19.890]So we hold the item a little bit closer towards the student
[00:17:23.540]but we don't prompt them this time.
[00:17:26.140]The student needs to mand for the item independently.
[00:17:30.160]After they mand for the item independently
[00:17:32.370]we then deliver the item while pairing the response form
[00:17:36.470]with the item.
[00:17:37.460]For example,
[00:17:38.590]if I have a student that likes a toy truck
[00:17:42.120]and likes a picture
[00:17:44.429]I can hold out the picture that they like and the toy truck
[00:17:48.010]and see which one they go for.
[00:17:49.880]Then once they show that motivation
[00:17:52.290]towards one of the items,
[00:17:53.300]let's say they grab towards the truck,
[00:17:55.250]I'm gonna prompt them truck and the student says truck
[00:17:59.370]and then I'm gonna hold the truck
[00:18:01.280]a little bit closer to them but I don't say anything.
[00:18:04.030]I might spin the wheels or just make it look more fun
[00:18:07.890]and the student says truck again
[00:18:09.660]and that's when the student gets the truck
[00:18:12.030]and I'm gonna pair the response form by saying truck
[00:18:14.488]while I deliver it to them.
[00:18:17.660]In both of the types of mand training that we've covered
[00:18:21.170]we are using errorless teaching.
[00:18:23.380]So hopefully an error will not occur
[00:18:25.900]but just in case it does these are the basic steps
[00:18:29.320]to do an error correction procedure.
[00:18:32.440]If your student doesn't respond or makes some type of error
[00:18:36.760]then we're gonna use this error correction procedure
[00:18:39.540]which is five steps.
[00:18:41.400]Errors do not contact reinforcement
[00:18:43.950]so the first step is to just remove that reinforcer.
[00:18:47.448]Step two we prompt the student's hands
[00:18:51.080]to a neutral position if necessary
[00:18:53.411]and then we're going to just pause for a second or two.
[00:18:58.240]After we pause so that the student does not chain
[00:19:01.860]the incorrect response with the correct response
[00:19:04.950]we're going to re-present the item
[00:19:06.912]and immediately prompt them.
[00:19:10.180]Now that we've made it to step five
[00:19:12.500]we are simply going to use a transfer trial
[00:19:15.210]in the way that we reviewed earlier.
[00:19:17.410]So you're either going to use that second trial transfer
[00:19:20.630]or the with-in trial transfer.
[00:19:23.690]Once the transfer trial is complete
[00:19:26.500]and the learner has now manded independently
[00:19:29.600]for the item correctly that's when they get the item.
[00:19:36.600]In summary, you've gained an understanding
[00:19:38.970]of how to utilize the student's motivation
[00:19:41.630]to increase learning opportunities through communication
[00:19:44.470]and decrease problem behaviors.
[00:19:46.850]You know the types of mands
[00:19:48.490]and the variety of response forms.
[00:19:50.650]You understand errorless teaching
[00:19:52.440]and error correction protocols for teaching manding
[00:19:55.550]and how to create obtainable, functional,
[00:19:58.210]individualized mand goals for your student.
[00:20:02.240]Please share with us in the chat box
[00:20:04.880]what was one of the biggest takeaways that you had
[00:20:07.480]that could help your students?
[00:20:13.870]Thank you for viewing this presentation.
[00:20:16.800]Join us in part two of this webinar series
[00:20:20.040]for how to track mand data.

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Communication: A Vital Tool to Student Success Part 1

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