Communication: A Vital Tool to Student Success Part 2

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

01/28/2020 Added

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Description

Participants will be able to 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). Learn how to track manding progress using frequency and acquisition data and graphs.

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[00:00:01.050]Welcome to the Tri-State Webinar Series.
[00:00:03.870]Communication: A Vital Tool to Build Student Success.
[00:00:07.920]Part two, Tracking Mand Data.
[00:00:11.810]I'm Meggin Funk, Western Region Coordinator
[00:00:15.082]for the Nebraska ASD Network.
[00:00:16.540]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, you will learn
[00:00:23.890]how to identify obtainable, functional manding goals
[00:00:27.460]for individual students,
[00:00:28.850]understand how to develop the cold probe
[00:00:31.200]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
[00:00:39.434]using frequency and acquisition data and graphs.
[00:00:43.280]Let's do a quick review of mand basics.
[00:00:47.070]Mand can also be referred to as a request demand, command,
[00:00:51.414]questioning, or inquiring for information, etc.
[00:00:55.060]The mand is the only verbal operate
[00:00:57.280]that directly benefits the speaker.
[00:00:59.701]The basic principal of the mand 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 learners interest's and motivation.
[00:01:12.800]Mand training is clearly a functional skill
[00:01:15.220]by helping the student learn to communicate
[00:01:17.650]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.
[00:01:27.690]Mand training guidelines.
[00:01:29.560]Be sure to have a variety of reinforcers available
[00:01:32.590]across many categories, as we discussed
[00:01:34.890]in part one of the webinar.
[00:01:36.250]Sensory, edibles, tangibles, social, etc.
[00:01:39.460]Target items will be presented with prompts
[00:01:42.360]and then the prompt will be faded
[00:01:44.090]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
[00:01:52.180]that it's available to them,
[00:01:53.600]and then a timed delay is allowed for them
[00:01:55.750]to mand for the wanted item, independently.
[00:01:58.420]If necessary, an error correction can be completed.
[00:02:02.150]For future targets, we have items that are valuable
[00:02:04.980]to the student, but not yet mastered or targeted.
[00:02:08.020]We aren't working specifically on the future items,
[00:02:11.090]so we don't prompt, we simply deliver,
[00:02:13.890]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
[00:02:20.520]to build up our future targets that may be valuable
[00:02:23.770]to them, so they will be motivated to mand for them
[00:02:26.330]in the future.
[00:02:27.956]And remember, to make sure to run numerous easy trials
[00:02:30.610]to keep the student successful 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.
[00:02:39.636]We can determine goals for our mand training
[00:02:43.030]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, ABLLS-R,
[00:02:54.920]AFLS, or Essentials for Living.
[00:02:57.140]We can look at the assessments completed by specialists
[00:03:00.100]working with the student, such as SLPs, OTs, PTs, etc.
[00:03:05.460]We can do observations of the student within their natural
[00:03:08.330]environment to see what skills they need
[00:03:10.440]to complete on a daily basis.
[00:03:12.360]We also want to know what needs or concerns the family have
[00:03:15.940]regarding the student's manding skills.
[00:03:18.090]Always keep these goals individualized and functional.
[00:03:21.390]We should be working on teaching meaningful mands
[00:03:24.090]that are going to help the student
[00:03:25.600]get their individual wants and needs met.
[00:03:29.020]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
[00:03:33.550]who needs to work on manding.
[00:03:35.200]What are some methods that you have used or will use
[00:03:38.720]to gather information to determine manding goals?
[00:03:42.970]We hit a little on this topic
[00:03:44.970]during part one of this webinar series.
[00:03:47.640]When we are creating individualized goals for our students,
[00:03:50.910]we want to make sure they are specific, clearly defined,
[00:03:54.070]so absolutely any one who reads the goal
[00:03:56.360]would know exactly what is expected of the student.
[00:03:59.150]The goal must be measurable,
[00:04:00.830]so we are able to track the data
[00:04:03.100]to continue to help our students make progress.
[00:04:05.620]The goal must also be attainable for that student.
[00:04:08.490]We want to see our students succeed,
[00:04:10.300]so make sure the goal is truly attainable by that student.
[00:04:13.940]The goal must be relevant to the student,
[00:04:16.200]and truly individualized.
[00:04:18.030]Closely connected and appropriate to that students life.
[00:04:21.620]Goals also need to be time-bound.
[00:04:23.630]We want to know exactly how long the student
[00:04:25.860]will be expected to achieve the measurable portion
[00:04:28.730]so we can determine that we need to work
[00:04:31.140]on a new target skill or make edits to the current target.
[00:04:35.700]An example would be a team choosing that a student would
[00:04:38.500]achieve a goal for three consecutive days
[00:04:41.160]or possibly five consecutive days
[00:04:43.150]before it would be considered mastered.
[00:04:45.932]Let's take a look at some
[00:04:47.700]student-specific mand goals.
[00:04:49.580]We have examples from the ABLLS-R and VB-MAPP.
[00:04:53.160]The examples that we will share are broken down
[00:04:55.800]into early learner, intermediate learner,
[00:04:58.550]an advanced learner in the ABLLS-R
[00:05:01.120]or levels one, two, and three on the VB-MAPP.
[00:05:04.470]Please understand that these are just examples
[00:05:06.770]that we will share.
[00:05:07.970]We know that you have done very specific assessments
[00:05:10.710]to make certain that the goals that you create
[00:05:12.750]for your student will be functional
[00:05:14.740]and personalized to their needs.
[00:05:16.800]The mands you choose to target will be items
[00:05:19.500]that your student is absolutely motivated
[00:05:22.430]to gain access to.
[00:05:25.390]For the VB-MAPP
[00:05:26.610]or Verbal Behavior Mile Stones Assessment
[00:05:29.150]and Placement Program,
[00:05:30.500]these are some sample level one mand goals.
[00:05:33.690]Remember, these are only examples.
[00:05:36.030]First, we have one that lists that the child
[00:05:39.090]will emit at least five different mands with verbal prompts.
[00:05:42.880]So for instance, asking the child, What do you want?,
[00:05:45.740]but without physical, echoic, or imitative prompts
[00:05:48.900]measured by cold probe frequency data
[00:05:51.380]across three consecutive mand frequency sessions.
[00:05:54.560]In this second goal example,
[00:05:56.730]we see that that has been increased
[00:05:58.640]from five to 10 different mands.
[00:06:01.030]These goals are written to be specific, measurable,
[00:06:04.590]attainable, relevant to the individual student,
[00:06:07.600]and have time criteria.
[00:06:09.737]You will notice within these level one examples,
[00:06:13.660]that initially they were working on prompted mands,
[00:06:16.460]and then moved to unprompted.
[00:06:18.590]And now, we see some examples of spontaneous mands.
[00:06:22.850]So within level one, we are pushing the student
[00:06:26.160]towards independence.
[00:06:27.690]We aren't just focused on getting
[00:06:29.660]hundreds of prompted mands.
[00:06:31.830]We always want to choose to push our students toward
[00:06:36.030]that spontaneous mand that gets them access
[00:06:39.330]to what they want without being prompted.
[00:06:42.930]If you are using the ABLLS-R
[00:06:45.500]or Assessment of Basic Language
[00:06:47.780]and Learning skills Revised
[00:06:49.570]as your assessment for creating your learner's goals,
[00:06:53.200]then these are what some example mand goals
[00:06:56.160]for early learners might look like.
[00:06:58.100]Again, these are just samples.
[00:07:00.050]So make that you use your own assessment data,
[00:07:03.760]and right goals that are specific to your students' needs.
[00:07:07.320]You will notice the letter and number
[00:07:10.070]that coordinates with the goal off to the left.
[00:07:13.840]In the first example,
[00:07:14.900]we are looking at category F skilled one.
[00:07:18.840]So the student would look toward the listener
[00:07:21.750]when asking a person for items, actions, or information.
[00:07:25.540]At least 80% of opportunities
[00:07:27.780]across five consecutive observations by a specific date.
[00:07:31.620]These will get increasingly more complex
[00:07:34.540]as you move up higher in the skill numbers.
[00:07:39.360]Now we see level two examples for the VB-MAPP.
[00:07:43.230]We left off on level one with the student
[00:07:45.520]pushing into spontaneous mands.
[00:07:48.120]So now we want to continue to grow the number
[00:07:50.460]of spontaneous mands for items, and/or actions
[00:07:53.710]within their natural environment.
[00:07:55.530]Again, the phrase, Natural Environment
[00:07:57.790]helps us to remember that these goals are individualized
[00:08:01.410]to our student, because one student's environment
[00:08:04.040]in a preschool maybe very different than that
[00:08:06.690]of a student in an elementary classroom.
[00:08:09.330]In the second example, we move the student
[00:08:11.810]out of just items and actions to individuals or people.
[00:08:16.290]I love this goal!
[00:08:18.200]So often, our students demonstrate unexpected behavior
[00:08:22.260]that is attention seeking.
[00:08:24.440]So this single goal could have an amazing impact
[00:08:27.810]on your student using appropriate behavior
[00:08:30.600]to gain attention.
[00:08:31.910]And then finally, we have a goal
[00:08:33.540]that bumps up the complexity of a single word
[00:08:37.080]to a three word sentence.
[00:08:38.710]Your student may need another goal
[00:08:40.650]before this three word sentence goal,
[00:08:43.050]which might bump them up
[00:08:44.330]to just a two word phrase.
[00:08:46.360]Your team knows your student best.
[00:08:49.120]So just keep your student moving up in complexity,
[00:08:52.870]and keep them successful, and having fun.
[00:08:56.920]Here are some example mand goals
[00:08:58.880]for intermediate learners.
[00:09:00.810]These are looking at category F,
[00:09:03.270]skills 10 through 20 in the ABLLS-R.
[00:09:06.970]F-10 goes through a goal on a student learning to indicate
[00:09:12.380]whether he or she wants something by saying yes or no
[00:09:16.600]or shaking their head yes or no
[00:09:18.170]when presented with the item.
[00:09:19.690]With at least 80% accuracy across four out of five
[00:09:22.760]data collection days by a specific date.
[00:09:25.690]You will see again, as we go higher up in skill number
[00:09:29.500]the skills get a little bit more complex each time.
[00:09:32.870]Looking down at F-12, we would recommend wording goals
[00:09:37.340]using a positive tone of telling what the student
[00:09:40.550]will do rather than what they won't do.
[00:09:43.340]So you might want to restate this one
[00:09:45.680]to say that they will ask for help
[00:09:47.410]using appropriate behavior,
[00:09:49.280]rather than without problem behaviors.
[00:09:52.569]For level three of the VB-MAPP,
[00:09:55.430]we continue to see the complexity of the manding goals grow.
[00:09:59.160]We are now teaching the student to mand for information,
[00:10:02.350]specifically using four question words.
[00:10:05.370]We would have had some level one and two goals previously
[00:10:10.060]that have taught
[00:10:10.893]and prepared the student to use question words.
[00:10:13.730]Then the student works towards getting others
[00:10:16.410]to attend to them, and now they are holding attention.
[00:10:20.130]And finally, with the last example for the student,
[00:10:23.210]we see them describing how to do things,
[00:10:25.900]and sharing information to help others.
[00:10:29.540]Here are the ABLLS-R example mand goals
[00:10:32.430]for advanced learners.
[00:10:34.460]Category F, skills 21 through 29
[00:10:38.470]would be considered advanced learners.
[00:10:40.700]F-21 reviews how a student will spontaneously
[00:10:44.900]request information by asking questions containing
[00:10:48.030]who or whose in 10 consecutive none training situations.
[00:10:52.420]So we're looking at a much more complex skill here,
[00:10:56.040]where the student needs to ask for information using,
[00:10:59.710]who or Whose in new situations.
[00:11:03.460]Not during that one-on-one teaching time.
[00:11:06.380]So we're looking for them to spontaneously request
[00:11:10.430]or request when the item or activity is not in their
[00:11:14.840]immediate environment for them to see
[00:11:17.340]while they mand for it.
[00:11:18.980]That is a much more advanced skill.
[00:11:22.420]Share in the chat box.
[00:11:24.270]What level do you think your target student
[00:11:26.600]is at with manding?
[00:11:28.400]Are they an early learner?
[00:11:30.340]Are they more intermediate?
[00:11:32.180]Or are they advanced?
[00:11:34.850]Skills tracking sheets help us to track progress.
[00:11:38.730]You see in the left-hand column,
[00:11:40.710]the number of target skills,
[00:11:42.400]and beside each number is the specific target.
[00:11:45.900]In the third column,
[00:11:47.300]we have the date the target is introduced,
[00:11:49.590]and then finally, the date that the target
[00:11:51.390]is mastered in the last column.
[00:11:53.210]If we look at number one,
[00:11:54.840]we see the mand target was popcorn.
[00:11:57.530]The student must have been very motivated
[00:11:59.610]to receive popcorn.
[00:12:00.910]So we introduced this mand on 1-6,
[00:12:03.800]and this mand was mastered on 1-20.
[00:12:06.690]You will notice that this team chose
[00:12:08.610]to implement four target mands on 1-6.
[00:12:11.660]They chose popcorn, jump, dino puzzle, and juice.
[00:12:16.100]This is perfect, because we want to have
[00:12:18.760]two to five active targets at all times.
[00:12:22.350]And then you can have as many future targets
[00:12:24.480]on your sheet that you'd like.
[00:12:25.980]Make sure to have a couple future targets ready to go,
[00:12:29.360]so that you're always ready to implement new targets
[00:12:32.760]when the current ones get mastered.
[00:12:35.890]we have two types of manding data to cold probe.
[00:12:39.660]Acquisition and frequency.
[00:12:42.090]Acquisition is the count of total mands,
[00:12:45.490]and the frequency is mands per minute.
[00:12:48.400]During the cold probe, we probe for motivation
[00:12:51.240]of each target mand, and we probe for the response.
[00:12:54.800]During frequency, we choose a set amount of time
[00:12:58.280]for the total manding session,
[00:13:00.310]and then document the number of mands
[00:13:02.860]prompted, unprompted, or spontaneous.
[00:13:06.110]Let's look at a couple of examples.
[00:13:09.750]On the cold probe data sheet for acquisition,
[00:13:12.570]we take data on the student's current target mands
[00:13:15.810]or the items that they are working on errorlessly.
[00:13:18.590]You will notice on the far left column,
[00:13:20.620]this students target mands include car, light up ball,
[00:13:24.780]sour candy, and bubbles.
[00:13:26.960]Remember, we only work on two to five targets at a time.
[00:13:30.190]In the next column, we put a V for vocal.
[00:13:33.260]This is the response form that the student
[00:13:35.250]uses to communicate.
[00:13:36.810]There is an arrow down drawn through the rest
[00:13:39.780]of the targets, just to save time.
[00:13:42.566]In the next column, we have an I.
[00:13:45.770]This lets us know that the student's target mands
[00:13:48.300]are present in the environment.
[00:13:50.110]They have the items there.
[00:13:52.200]If there was an S, the student would be working
[00:13:54.860]on spontaneous mands or mands where the items
[00:13:57.780]are not right in front of them.
[00:14:00.390]The fourth column is for prior number of yes's.
[00:14:03.400]This is a weekly sheet, so the prior yes looks at
[00:14:06.930]how many consecutive times the student accurately manded
[00:14:10.120]for that item in the previous week.
[00:14:12.420]In this example, they had two previous yes's for car,
[00:14:16.520]zero for light up ball, one for sour candy,
[00:14:20.410]and one for bubbles.
[00:14:22.400]The center column is to label the data
[00:14:24.820]that we are collecting.
[00:14:26.300]It directs us with an arrow to the columns
[00:14:28.550]to the right to answer the questions.
[00:14:30.490]Was there motivation or MO?
[00:14:33.020]And if there was motivation,
[00:14:34.930]did the child emit the correct response for manding?
[00:14:39.020]When we are checking for motivation,
[00:14:41.050]we are seeing if the learner is looking at the item,
[00:14:44.350]smiling at it, trying to reach towards it,
[00:14:47.020]and that shows us that they are motivated for it.
[00:14:49.830]On Monday, the student demonstrated motivation
[00:14:52.740]for the car,
[00:14:53.730]so we circle MO, and then the child said, "Car,"
[00:14:58.460]so we circled Y for yes.
[00:15:00.360]They did emit the correct mand response.
[00:15:03.710]Since the child had two previous yes's,
[00:15:06.460]they mastered this target mand today.
[00:15:09.620]We checked for motivation for the ball,
[00:15:11.920]but the student didn't demonstrate motivation,
[00:15:14.450]so we just circled no MO.
[00:15:17.100]As we discussed in part one of this series,
[00:15:19.330]a mand requires motivation, so we cannot check
[00:15:22.240]on the second part for the response, in this case,
[00:15:25.300]because there was no motivation.
[00:15:27.180]Next, we have sour candy.
[00:15:28.670]We checked for motivation.
[00:15:30.100]There is motivation, so we circled MO,
[00:15:32.820]and then the student did correctly mand for candy,
[00:15:35.510]so we circled Y for yes.
[00:15:37.470]We then check for motivation of bubbles,
[00:15:39.740]and the student is motivated, so we circle MO,
[00:15:42.870]but for bubbles, the student errored on this mand.
[00:15:46.570]So we circle N.
[00:15:48.227]At the end of the session, we can see that the student
[00:15:50.990]has mastered the target mand car,
[00:15:53.800]so we lined through the remainder of the week,
[00:15:56.350]and add a new target mand, farm book.
[00:15:59.960]We put a slash through Monday,
[00:16:01.430]because we did not probe this item until Tuesday.
[00:16:04.660]You will work the remaining time
[00:16:06.890]during each day after cold probe data
[00:16:10.550]on using errorless teaching
[00:16:12.650]to teach the learner how to mand.
[00:16:15.170]Each time that the student meets mastery criteria,
[00:16:19.030]which in this case is three consecutive yes's in a row,
[00:16:22.950]then we will highlight or line through the rest of that row,
[00:16:27.160]and introduce a new target in its place.
[00:16:30.930]At the end of the day Friday,
[00:16:32.380]we use our cold probe data sheet to create
[00:16:35.630]a new data sheet for the following week.
[00:16:38.190]You will see the items in the left column,
[00:16:40.430]are light up ball, farm book, marble run,
[00:16:44.620]and dump truck.
[00:16:46.320]Again, we have V for vocal,
[00:16:48.440]I for the item being present in the environment,
[00:16:51.500]and we pull our previous yes's over.
[00:16:54.620]Light up ball and farm book both have two accurate
[00:16:59.520]consecutive yes's, and then marble run,
[00:17:02.410]and dump truck have zero previous yes's.
[00:17:06.930]Mand frequency data.
[00:17:08.960]We are going to conduct timed manding sessions
[00:17:12.100]to collect frequency data each day or for the entire day
[00:17:16.360]if you have a learner who emits very few mands,
[00:17:20.270]say, 10 or less per day,
[00:17:22.490]then you could take frequency data for the whole day.
[00:17:25.440]Remember to check for motivation,
[00:17:27.220]because mands require motivation.
[00:17:29.920]Count all the mands that were produced by this student.
[00:17:33.150]This includes target one's that we are currently working on,
[00:17:37.170]and free ones or one's that we are not actively
[00:17:41.680]using errorless teaching for.
[00:17:43.520]Record the mands based on the type.
[00:17:46.010]There are three types.
[00:17:47.400]Prompted, unprompted, and spontaneous.
[00:17:50.430]If your sessions are different lengths,
[00:17:52.360]then convert it to rate,
[00:17:54.300]so you're going to take frequency over time.
[00:17:57.170]Your sessions should be short in length.
[00:17:59.430]Anywhere from a couple of minutes
[00:18:01.450]up to maybe 20 or 30 minutes at a time.
[00:18:05.430]This is the cold probe data sheet for frequency.
[00:18:08.610]This form is used to take data on amount of time,
[00:18:12.530]how many mands, the type of mands,
[00:18:15.810]and then the rate of mands.
[00:18:18.350]Frequency manding sessions can be very brief.
[00:18:21.690]We want to be cautious of not pushing our learners
[00:18:24.460]too hard and causing problem behavior.
[00:18:27.360]So it's recommended to do more frequent shorter sessions,
[00:18:30.810]instead of longer infrequent sessions.
[00:18:33.790]Social interactions in communication
[00:18:36.130]can often be difficult for our students,
[00:18:38.240]so we are making sure to keep the sessions fun.
[00:18:41.620]Now we move on to our three types of mands.
[00:18:44.420]We have prompted, unprompted, and spontaneous.
[00:18:47.900]So our prompted require us to give the response form
[00:18:51.590]after the student has demonstrated motivation for the item.
[00:18:55.510]The unprompted are requests that the student
[00:18:57.990]makes for the item independently.
[00:19:00.160]Spontaneous might be item within the natural environment
[00:19:03.660]that the student spontaneously requests,
[00:19:06.460]so to hold a session, we would have items made available
[00:19:11.200]to the student out on a table,
[00:19:13.520]but we remain in control of those items.
[00:19:18.100]For our first session, we hold the session for 10 minutes.
[00:19:22.150]The teacher can prompt mands if the student
[00:19:24.590]is reaching towards or showing motivation for the item
[00:19:27.780]or the student might just mand for an item.
[00:19:31.360]In which case, they receive that item,
[00:19:34.498]and then data is kept on the number of times
[00:19:36.900]the student mands prompted,
[00:19:38.540]mands unprompted, or spontaneously.
[00:19:42.770]We now take our number of mands over minutes,
[00:19:46.120]so we had ten prompted mands across 10 minutes
[00:19:49.640]or over 10 minutes, which equals one.
[00:19:53.120]Then for unprompted mands,
[00:19:54.670]we have four over 10 minutes equals point four.
[00:19:59.890]In spontaneous mands, we had one over the 10 minutes,
[00:20:03.760]equals point one.
[00:20:05.610]We take cold probe data one time per day, every day.
[00:20:09.810]So you'll see on this sheet that we took cold probe data
[00:20:12.940]on February third, fourth, fifth, sixth, and seventh.
[00:20:17.623]After cold probe data is taken,
[00:20:20.450]we then teach manding sessions multiple times
[00:20:24.790]through out the day.
[00:20:27.370]When graphing mand data,
[00:20:28.910]there are two different graph.
[00:20:30.870]The mastered mands or acquisition
[00:20:33.220]of the target mands are graphed daily.
[00:20:35.900]On this graph, we see the total number of mastered mands
[00:20:38.910]in a cumulative fashion.
[00:20:41.040]The second graph is the frequency of mands per minute.
[00:20:44.670]This is also graphed daily.
[00:20:46.630]On the graph, we see the total number
[00:20:49.210]of each type of mand per minute prompted and unprompted.
[00:20:53.500]For this graph, you can round up or down
[00:20:55.950]as needed for fractions.
[00:20:57.540]Let's take a look at some examples of each.
[00:21:01.319]In this manding acquisition graph,
[00:21:03.070]you can see that John has moved from the previous week
[00:21:06.830]of having four mands to having five mands,
[00:21:10.150]because he mastered the goal on Monday.
[00:21:12.960]And then we maintain at five mands
[00:21:15.810]through the fifth of February.
[00:21:18.120]And on the sixth, John mastered two different mands.
[00:21:22.530]So we see the single data point on the sixth of February
[00:21:26.770]move up to seven mands.
[00:21:30.080]In this cumulative graph for mand frequency,
[00:21:33.540]we are looking at February third through the seventh again,
[00:21:37.530]but these are the numbers of unprompted
[00:21:40.020]and prompted mands per session.
[00:21:42.670]So we took our rate, which is frequency over time
[00:21:46.170]for each session, and we simply put a dot on the graph
[00:21:50.110]for the average amount of times that the student manded
[00:21:54.730]using prompts, and the average number of times they manded
[00:21:59.220]without needing prompts.
[00:22:00.750]The goal here is for us to see the number of prompted mands
[00:22:05.730]decreasing while the number of unprompted mands
[00:22:09.330]or independent mands increases.
[00:22:12.423]In part two of this webinar,
[00:22:14.610]you've learned how to identify obtainable,
[00:22:17.210]functional manding goals for individual students,
[00:22:19.950]how to develop cold probe and skilled tracking sheets
[00:22:22.940]with individualized mastered, current, and future mands,
[00:22:26.410]and how to track manding progress using frequency
[00:22:30.030]and acquisition data and graphs.
[00:22:33.030]What do you think?
[00:22:34.240]What is one big takeaway that could help your students?
[00:22:39.470]Thank you for viewing this presentation.
[00:22:41.880]We appreciate the time that you've invested
[00:22:43.910]in these manding webinars
[00:22:45.340]to ensure that each of your students
[00:22:47.490]are growing their functional communication skills.

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Communication: A Vital Tool to Student Success Part 2

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