Communication: A Vital Tool to Student Success Part 2

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

01/13/2020 Added

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This webinar will help attendees identify obtainable, functional manding (AKA: requesting) goals for individual students; Understand how to develop Cold Probe and Skill Tracking Sheets with individualized mastered, current, and future mands (AKA: requests) and Learn how to track manding progress using frequency and acquisition data and graphs.

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[00:00:00.780]Welcome to the Tri-State Webinar Series,
[00:00:03.507]"Communication: A Vital Tool to Build Student Success,
[00:00:07.567]"Part Two, Tracking Mand Data."
[00:00:11.810]I'm Meggin Funk, Western Region Coordinator
[00:00:14.250]for the Nebraska ASD Network.
[00:00:16.530]And I'm Ashley Meyer, a Behavior Specialist
[00:00:18.670]for the Nebraska ASD Network.
[00:00:21.550]In part two of this webinar,
[00:00:23.250]you will learn out to identify obtainable,
[00:00:26.090]functional manding goals for individual students,
[00:00:28.840]understand how to develop the cold probe
[00:00:31.180]and skill tracking sheets with the mastered,
[00:00:33.640]current and future mands,
[00:00:35.200]and finally, you will learn how to track manding progress
[00:00:38.620]using frequency and acquisition data and graphs.
[00:00:43.270]Let's do a quick review of mand basics.
[00:00:46.685]Mand can also be referred to as a request, demand, command,
[00:00:51.880]questioning or inquiring for information, et cetera.
[00:00:55.060]The mand is the only verbal operant
[00:00:57.280]that directly benefits the speaker.
[00:00:59.696]The basic principal of the mand
[00:01:02.090]is want it, say it, get it.
[00:01:04.810]So the speaker gets what he or she wants.
[00:01:07.880]Mand training relies on the use
[00:01:09.920]of the learner's interests and motivation.
[00:01:12.800]Mand training is clearly a functional skill
[00:01:15.220]by helping the student learn to communicate
[00:01:17.640]to have their wants and needs met.
[00:01:19.730]Mand skills typically develop early in children,
[00:01:22.810]so it should naturally be a part of early language training.
[00:01:27.680]Mand training guidelines.
[00:01:29.550]Be sure to have a variety of reinforcers available
[00:01:32.570]across many categories,
[00:01:34.100]as we discussed in part one of the webinar,
[00:01:36.260]sensory, edibles, tangible, social, et cetera.
[00:01:39.450]Target items will be presented with prompts,
[00:01:42.380]and then the prompt will be faded
[00:01:44.100]in the transition trial throughout the sessions.
[00:01:46.850]For mastered items, there is no prompting.
[00:01:49.820]The item is presented to let the student know
[00:01:52.190]that it's available to them,
[00:01:53.600]and then a time delay is allowed
[00:01:55.330]for them to mand for the wanted item independently.
[00:01:58.420]If necessary, an error correction can be completed.
[00:02:02.140]For future targets, we have items
[00:02:04.120]that are valuable to the student,
[00:02:05.720]but not yet mastered or targeted.
[00:02:08.030]We aren't working specifically on the future items,
[00:02:11.080]so we don't prompt, we simply deliver,
[00:02:13.870]and say the name of the item, or pair the response form.
[00:02:16.970]We want to continue to expose our students to novel items
[00:02:20.530]to build up our future targets
[00:02:22.320]that may be valuable to them,
[00:02:24.270]so they will be motivated to mand for them in the future.
[00:02:27.140]And remember to make sure to run numerous, easy trials
[00:02:30.620]to keep the student successful
[00:02:32.160]and wanting to work with us.
[00:02:33.810]Remember, working with us is fun,
[00:02:36.650]because we are keeping the 80/20 rule.
[00:02:40.230]We can determine goals for our mand training
[00:02:43.020]in various ways.
[00:02:44.470]In fact, we don't want to rely on a single item,
[00:02:47.860]we want to develop a well-rounded set of goals.
[00:02:50.900]We can use assessments, such as the VB-MAPP,
[00:02:53.702]ABLLS-R, AFLS, or Essentials for Living.
[00:02:57.150]We can look at the assessments completed by specialists
[00:03:00.100]working with the student,
[00:03:01.240]such as SLPs, OTs, PTs, et cetera.
[00:03:05.450]We can do observations of the student
[00:03:07.370]within their natural environment,
[00:03:08.980]to see what skills they need to complete on a daily basis.
[00:03:12.370]We also want to know what needs or concerns
[00:03:14.890]the family have regarding the student's manding skills.
[00:03:18.080]Always keep these goals individualized and functional.
[00:03:21.400]We should be working on teaching meaningful mands
[00:03:24.090]that are going to help the student
[00:03:25.590]get their individual wants and needs met.
[00:03:29.010]What do you think?
[00:03:30.170]Please share in the chat box.
[00:03:31.670]Think of a target student of yours
[00:03:33.530]who needs to work on manding.
[00:03:35.200]What are some methods that you have used
[00:03:37.346]or will use to gather information
[00:03:40.080]to determine manding goals?
[00:03:47.960]We hit a little on this topic
[00:03:49.980]during part one of this webinar series.
[00:03:52.650]When we are creating individualized goals for our students,
[00:03:55.920]we want to make sure they are specific, clearly-defined,
[00:03:59.060]so absolutely anyone who reads the goal
[00:04:01.360]would know exactly what is expected of the student.
[00:04:04.160]The goal must be measurable,
[00:04:05.830]so we are able to track the data
[00:04:07.778]to continue to help our students make progress.
[00:04:10.640]The goal must also be attainable for that student.
[00:04:13.480]We want to see our students succeed,
[00:04:15.300]so make sure the goal is truly attainable by that student.
[00:04:18.610]The goal must be relevant to the student,
[00:04:21.210]and truly individualized, closely-connected,
[00:04:24.210]and appropriate to that student's life.
[00:04:26.630]Goals also need to be time-bound.
[00:04:28.640]We want to know exactly how long
[00:04:30.450]the student will be expected
[00:04:31.770]to achieve the measurable portion,
[00:04:33.740]so we can determine that we need to work on
[00:04:36.490]a new target skill, or make edits to the current target.
[00:04:40.720]An example would be a team choosing
[00:04:42.690]that a student would achieve a goal
[00:04:44.410]for three consecutive days,
[00:04:46.160]or possibly five consecutive days,
[00:04:48.200]before it would be considered mastered.
[00:04:51.400]Let's take a look at some
[00:04:52.710]student-specific mand goals.
[00:04:55.040]We have examples from the ABLLS-R and VB-MAPP.
[00:04:58.640]The examples that we will share
[00:05:00.280]are broken down into early learner,
[00:05:02.412]intermediate learner, and advanced learner in the ABLLS-R,
[00:05:07.080]or levels one, two, and three on the VB-MAPP.
[00:05:10.460]Please understand that these are
[00:05:11.680]just examples that we will share.
[00:05:13.920]We know that you have done very specific assessments
[00:05:16.670]to make certain that the goals
[00:05:17.990]that you create for your student
[00:05:19.670]will be functional and personalized to their needs.
[00:05:22.770]The mands you choose to target
[00:05:24.580]will be items that your student
[00:05:26.480]is absolutely motivated to gain access to.
[00:05:31.360]For the VB-MAPP, or Verbal Behavior
[00:05:33.730]Milestones Assessment and Placement Program,
[00:05:36.470]these are some sample level one mand goals.
[00:05:39.660]Remember, these are only examples.
[00:05:42.020]First, we have one that lists that the child
[00:05:45.080]will emit at least five different mands with verbal prompts.
[00:05:48.850]So, for instance, asking the child, "What do you want?"
[00:05:51.720]but without physical, echoic, or imitative prompts,
[00:05:54.860]measured by cold probe frequency data
[00:05:57.350]across three consecutive mand frequency sessions.
[00:06:00.540]In the second goal example,
[00:06:02.690]we see that that has been increased
[00:06:04.600]from five to ten different mands.
[00:06:07.000]These goals are written to be specific, measurable,
[00:06:10.550]attainable, relevant to the individual student,
[00:06:13.560]and have time criteria.
[00:06:16.200]You will notice within these level one examples,
[00:06:19.640]that initially, they were working on prompted mands,
[00:06:22.430]and then moved to unprompted,
[00:06:24.550]and now we see some examples of spontaneous mands.
[00:06:28.830]So, within level one, we are pushing the student
[00:06:32.130]towards independence.
[00:06:33.650]We aren't just focused
[00:06:35.140]on getting hundreds of prompted mands,
[00:06:37.800]we always want to choose to push our students
[00:06:41.230]toward that spontaneous mand
[00:06:43.780]that gets them access to what they want
[00:06:46.290]without being prompted.
[00:06:48.910]If you are using the ABLLS-R,
[00:06:51.470]or Assessment of Basic Language
[00:06:53.760]and Learning Skills, Revised,
[00:06:55.530]as your assessment for creating your learners' goals,
[00:06:59.170]then these are what some example mand goals
[00:07:02.130]for early learners might look like.
[00:07:04.080]Again, these are just samples,
[00:07:06.030]so make sure that you use your own assessment data,
[00:07:09.355]and write goals that are specific to your student's needs.
[00:07:13.300]You will notice the letter and number
[00:07:16.040]that coordinates with the goal off to the left.
[00:07:19.820]In the first example, we are looking at
[00:07:22.150]category F, skill one,
[00:07:24.810]so the student would look toward the listener
[00:07:27.730]when asking a person for items, actions, or information
[00:07:31.520]at least 80% of opportunities
[00:07:33.750]across five consecutive observations by a specific date.
[00:07:37.610]These will get increasingly more complex
[00:07:40.530]as you move up higher in the skill numbers.
[00:07:45.320]Now we see level two examples for the VB-MAPP.
[00:07:49.200]We left off on level one
[00:07:50.870]with the student pushing in to spontaneous mands,
[00:07:53.892]so now we want to continue to grow
[00:07:55.915]the number of spontaneous mands
[00:07:57.834]for items and, or actions within their natural environment.
[00:08:01.500]Again, the phrase natural environment
[00:08:03.750]helps us to remember that these goals
[00:08:05.880]are individualized to our student,
[00:08:08.180]because one student's environment in a preschool
[00:08:11.150]may be very different than that of a student
[00:08:13.470]in an elementary classroom.
[00:08:15.310]In the second example, we move the student
[00:08:17.760]out of just items and actions
[00:08:19.980]to individuals or people.
[00:08:22.270]I love this goal.
[00:08:23.696]So often, our students demonstrate unexpected behavior
[00:08:28.240]that is attention-seeking,
[00:08:30.012]so this single goal could have
[00:08:32.360]an amazing impact on your student
[00:08:34.660]using appropriate behavior to gain attention.
[00:08:37.880]And then finally we have a goal
[00:08:39.510]that bumps up the complexity of a single word
[00:08:43.060]to a three word sentence.
[00:08:44.700]Your student may need another goal
[00:08:46.620]before this three word sentence goal,
[00:08:49.010]which might bump them up to just a two word phrase.
[00:08:52.330]Your team knows your student best,
[00:08:55.090]so just keep your student moving up in complexity,
[00:08:58.830]and keep them successful and having fun.
[00:09:02.890]Here are some example mand goals
[00:09:04.830]for intermediate learners.
[00:09:06.780]These are looking at category F,
[00:09:09.250]skills 10 through 20, in the ABLLS-R.
[00:09:12.950]F10 goes through a goal on student learning
[00:09:16.960]to indicate whether he or she wants something
[00:09:20.910]by saying yes or no, or shaking their head yes or no,
[00:09:24.140]when presented with the item,
[00:09:25.660]with at least 80% accuracy
[00:09:27.590]across four out of five data collection days
[00:09:29.890]by a specific date.
[00:09:31.670]You will see, again, as we go higher up in skill number,
[00:09:35.470]the skills get a little bit more complex each time.
[00:09:38.830]Looking down at F12, we would recommend wording goals
[00:09:42.955]using a positive tone
[00:09:45.170]of telling what the student will do,
[00:09:47.150]rather than what they won't do.
[00:09:49.320]So you might wanna restate this one
[00:09:51.650]to say that they will ask for help
[00:09:53.370]using appropriate behavior,
[00:09:55.250]rather than without problem behaviors.
[00:09:58.762]For level three of the VB-MAPP,
[00:10:01.400]we continue to see the complexity
[00:10:03.330]of the manding goals grow.
[00:10:05.140]We are now teaching the student to mand for information,
[00:10:08.310]specifically using four question words.
[00:10:11.350]We would have had some level one and two goals previously
[00:10:16.030]that have taught and prepared the student
[00:10:18.070]to use question words.
[00:10:19.700]Then the student works towards
[00:10:21.500]getting others to attend to them,
[00:10:23.660]and now they are holding attention,
[00:10:26.110]and finally, with the last example for this student,
[00:10:29.190]we see them describing how to do things,
[00:10:31.860]and sharing information to help others.
[00:10:35.510]Here are the ABLLS-R example mand goals
[00:10:38.410]for advanced learners, category F, skills 21-29,
[00:10:44.440]would be considered advanced learners.
[00:10:46.724]F21 reviews how a student
[00:10:49.690]will spontaneously request information
[00:10:52.040]by asking questions containing who or whose
[00:10:55.280]in ten consecutive non-training situations.
[00:10:58.400]So, we're looking at a much more complex skill here,
[00:11:02.030]where the student needs to ask for information
[00:11:05.090]using who or whose in new situations,
[00:11:09.116]not during that one-on-one teaching time.
[00:11:12.360]So we're looking for them to spontaneously request,
[00:11:15.956]or request when the item or activity
[00:11:19.350]is not in their immediate environment
[00:11:22.370]for them to see while they mand for it.
[00:11:24.970]That is a much more advanced skill.
[00:11:28.400]Share in the chat box,
[00:11:29.879]what level do you think
[00:11:31.340]your target student is at with manding?
[00:11:34.360]Are they an early learner?
[00:11:36.290]Are they more intermediate?
[00:11:38.170]Or are they advanced?
[00:11:45.810]Skills tracking sheets
[00:11:47.660]help us to track progress.
[00:11:49.700]You see in the left-hand column
[00:11:51.680]the number of target skills,
[00:11:53.420]and beside each number is the specific target.
[00:11:56.890]In the third column,
[00:11:58.270]we have the date the target is introduced,
[00:12:00.560]and then finally, the date that the target is mastered
[00:12:03.050]in the last column.
[00:12:04.180]If we look at number one,
[00:12:05.830]we see the mand target was popcorn.
[00:12:08.520]The student must have been
[00:12:09.580]very motivated to receive popcorn,
[00:12:11.900]so we introduced this mand on 1-6,
[00:12:14.770]and this mand was mastered on 1-20.
[00:12:17.670]You will notice that this team chose to implement
[00:12:20.210]four target mands on 1-6.
[00:12:22.660]They chose popcorn, jump, dino puzzle, and juice.
[00:12:27.090]This is perfect, because we want to have
[00:12:29.750]two to five active targets at all times.
[00:12:33.320]And then you can have as many future targets
[00:12:35.450]on your sheet that you'd like.
[00:12:36.960]Make sure to have a couple future targets ready to go
[00:12:40.340]so that you're always ready to implement new targets
[00:12:43.740]when the current ones get mastered.

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Communication: A Vital Tool to Student Success Part 2

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