Using Motivation to Increase Communication

Jessy Johnson Erin Daugherty Author

03/16/2021 Added

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[00:00:01.870]Hi, and welcome to our presentation,
[00:00:03.900]using motivation to increase communication.
[00:00:07.000]My name is Jessy Johnson
[00:00:08.410]and I am a board certified behavior analyst.
[00:00:11.420]I am also a special education coach
[00:00:13.281]at South Sioux City Community Schools.
[00:00:16.918]And my name is Erin Daugherty
[00:00:18.377]and I'm a special education teacher
[00:00:20.570]for the South Sioux City Community School District.
[00:00:24.859]At the end of this presentation,
[00:00:26.509]you should be able to describe motivating operations,
[00:00:30.740]describe the role of motivating operations
[00:00:33.530]to increase communication,
[00:00:35.850]identify the procedures used in using motivating operations
[00:00:40.260]to increase different forms of communication
[00:00:43.470]and create a list of motivating situations and activities
[00:00:46.850]to put this practice right to work.
[00:00:52.000]The benefits of this presentation
[00:00:53.570]is that participants will be able to maximize
[00:00:56.430]on their learners motivation through creating situations
[00:00:59.940]that will lead to increased language.
[00:01:04.180]This presentation will engage participants
[00:01:06.536]in learning through lecture, video demonstrations,
[00:01:10.581]and time to make a list
[00:01:14.790]to assist in putting this information right into practice.
[00:01:24.590]Individuals with autism and related communication disorders
[00:01:28.430]present skill deficits
[00:01:29.834]in the ability to request their wants and needs.
[00:01:33.900]This frequently results in the individual
[00:01:36.190]turning to alternative means
[00:01:37.940]of accessing items and information
[00:01:40.390]and that being problem behavior.
[00:01:44.840]The purpose of this session is to provide the participants
[00:01:48.690]with basic knowledge and motivating operations,
[00:01:53.160]as well as strategies to maximize
[00:01:55.135]on the learner's motivation
[00:01:57.360]to contrive situations
[00:01:59.230]that result in increased requesting
[00:02:01.320]for items and activities.
[00:02:06.905](coughs)
[00:02:07.890]This presentation is based
[00:02:09.132]on research done by Dr. Vincent Carbone.
[00:02:13.040]Although the title of this research
[00:02:14.830]comes off as a bit intimidating given its scientific jargon
[00:02:19.040]have no fear.
[00:02:19.873]This practice is much simpler than it sounds.
[00:02:27.350]Motivating operations.
[00:02:29.330]So motivating operations
[00:02:31.070]are conditions in the learning environment
[00:02:33.690]that transform items and activities
[00:02:36.286]into reinforcers for the learner.
[00:02:39.490]These items and activities can then be used as reinforcers
[00:02:44.370]to teach the learner to request to them.
[00:02:49.920]So let's get right to it.
[00:02:51.467]Capturing motivation is key
[00:02:54.620]to increasing the individual's communication.
[00:02:57.850]This means that we need to set up situations
[00:03:01.420]requiring the learner to use communication
[00:03:04.860]in order to access an item, activity
[00:03:08.380]or information that will serve as a reinforcer.
[00:03:13.100]So here, capturing motivation.
[00:03:15.990]First, the item, activity or information,
[00:03:19.460]which would be the reinforcer
[00:03:21.340]is wanted by the learner.
[00:03:24.370]Then the item or action is required to get the reinforcer.
[00:03:31.920]Access to item or activity is blocked
[00:03:36.900]and some other item or activity will work as a reinforcer,
[00:03:42.000]and communication is needed to access the reinforcer.
[00:03:46.170]So what does this all mean?
[00:03:48.490]Let's look to an example.
[00:03:51.863](coughs)
[00:03:53.660]Here I want to take my dog for a walk.
[00:03:57.820]However, I need a leash, but the leash is currently missing.
[00:04:04.700]This increases the value of the leash
[00:04:07.630]as I need this to take my dog on a walk.
[00:04:12.470]Finding out the location of the missing leash
[00:04:15.810]now serves as a reinforcer
[00:04:18.000]and is incredibly motivating to me at this point.
[00:04:22.130]Therefore, I'm going to have to engage in certain behavior,
[00:04:27.310]that being communication, to obtain the missing leash.
[00:04:32.280]I have to ask my husband where the leash is.
[00:04:36.460]If I do not, I will not get the leash.
[00:04:39.690]The act of asking for an item, activity or information
[00:04:43.640]is called manding.
[00:04:50.759]So what is a mand?
[00:04:52.600]Simply put a mand is a request.
[00:04:55.315]So it's a request
[00:04:57.100]that provides immediate benefit for the learner
[00:05:00.760]and therefore it is very motivating to me
[00:05:03.360]because I get something out of it
[00:05:04.945]and strengthens my motivation to mand again.
[00:05:08.350]So a mand is controlled by motivation.
[00:05:12.100]I want something, I say what I want and I get what I want.
[00:05:15.810]Therefore demonstrating the importance of communication
[00:05:19.740]and what I get out of communicating.
[00:05:25.719]So some examples of mands that we use every day,
[00:05:30.640]saying pencil when needing to write,
[00:05:32.951]asking for keys when needing to drive the car.
[00:05:38.220]Asking where's the restroom when needing to find a restroom.
[00:05:43.210]And when a student says open
[00:05:45.210]when needing a milk carton open.
[00:05:47.290]Those are all examples of mands or requests.
[00:05:55.580]So then why is the mand important?
[00:05:57.980]So like Jessy mentioned earlier
[00:05:59.716]when students are unable to communicate
[00:06:02.930]their wants and needs,
[00:06:03.910]some problem behaviors may occur.
[00:06:06.374]So when we teach students
[00:06:07.915]to mand or request items or information,
[00:06:11.840]it can help decrease problem behavior
[00:06:14.433]because you are replacing that behavior with communication
[00:06:19.580]in the form of a mand.
[00:06:22.090]Manding teaches children that communication is important.
[00:06:25.663]So when I communicate, I get what I want
[00:06:28.740]and it's much easier.
[00:06:34.115]So when to teach the mand.
[00:06:36.447]You want to teach the mand
[00:06:37.828]when the child is highly motivated
[00:06:40.140]for the item or the activity.
[00:06:42.814]Without motivation manding will not be successful.
[00:06:54.010]Deprivation and satiation play a large role in motivation.
[00:06:58.650]Withholding the valuable reinforcers
[00:07:00.840]from the individual for a period of time
[00:07:03.800]increases the effectiveness of the reinforcer.
[00:07:07.540]The reinforcer will be more valuable to the learner,
[00:07:11.760]making the learner motivated to use communication
[00:07:14.945]to get the reinforcer.
[00:07:21.620]Satiation refers to having too much of something.
[00:07:25.560]So using the same reinforcer over and over again
[00:07:30.690]will lead to satiation.
[00:07:33.920]An example of this would be after a big holiday meal,
[00:07:39.150]you no longer feel motivated by food
[00:07:43.040]because you are satiated
[00:07:45.630]by all the food that you just recently ate.
[00:07:55.740]So some forms of mands.
[00:07:57.470]Students can mand through speaking.
[00:08:00.830]You can also mand through sign language,
[00:08:04.083]mand through picture systems,
[00:08:06.310]which we'll have some examples of later in the presentation,
[00:08:09.689]and then manding through AAC devices.
[00:08:18.500]So as we talked about earlier,
[00:08:19.940]the procedure for contriving mands to put it simply
[00:08:23.270]is want it, say it, get it.
[00:08:25.180]So motivation is in place.
[00:08:26.880]I really want something.
[00:08:28.260]We prompt the mand or the request, we say it,
[00:08:32.780]and then we immediately get the item or the reinforcer.
[00:08:37.310]So I want it, I say it, I get it.
[00:08:45.080]Here, we're taking want it, say it, get it
[00:08:48.270]and laying it out in steps
[00:08:49.961]to assist in understanding the procedure
[00:08:52.840]for contriving mands.
[00:08:54.490]So the first thing you're going to do
[00:08:56.550]is ensure that motivation is in place.
[00:08:59.490]We have talked about this extensively
[00:09:02.480]throughout this presentation,
[00:09:03.720]because motivation is key when increasing this communication
[00:09:10.120]with your learner.
[00:09:12.000]The second thing you want to do is prompt the mand initially
[00:09:16.100]to teach the learner
[00:09:16.997]that it's easy to get things with communication.
[00:09:20.920]As soon as the learner copies the prompted mand,
[00:09:27.406]which means saying exactly what you said,
[00:09:31.120]then you're going to deliver that reinforcer
[00:09:34.080]immediately upon the student
[00:09:36.610]correctly responding to the prompt.
[00:09:39.820]Eventually you will work to decrease the prompts
[00:09:43.438]as quickly as possible.
[00:09:54.350]There are other types of mands,
[00:09:56.710]but these are the focus for our presentation.
[00:09:59.670]For this presentation we're going to be showing examples
[00:10:04.170]of items present, missing items and manding for information.
[00:10:17.380]So this video demonstrates a simple mand.
[00:10:20.660]Play-Doh currently serves as a reinforcer for the student.
[00:10:25.350]When the reinforcer, which is Play-Doh is removed,
[00:10:30.070]he is required to use communication to request the Play-Doh.
[00:10:35.580]I would like to mention
[00:10:37.090]that there is a little human error in this procedure
[00:10:40.450]as the teacher does not deliver the reinforcer immediately,
[00:10:44.402]mostly because she did not hear it right away.
[00:10:47.510]This is common
[00:10:48.850]and just something that we need to be aware of
[00:10:50.939]as we are teaching mands,
[00:10:53.300]because if we do not deliver the reinforcer immediately,
[00:10:56.377]the student is going to learn
[00:10:59.138]that he needs to ask multiple times,
[00:11:02.700]or that it's just too much work to ask
[00:11:04.750]if I need to ask multiple times.
[00:11:08.370]Either way, this is a very good video
[00:11:11.953]to demonstrate manding for items present.
[00:11:24.195]I want Play-Doh, I want Play-Doh, I want Play-Doh.
[00:11:26.516]Good job.
[00:11:30.670]Here, the student did use a,
[00:11:36.120]he did verbally ask for the Play-Doh.
[00:11:39.310]He didn't use his PECS book, which is okay.
[00:11:43.012]At this time with this student,
[00:11:45.055]we are allowing him to use either form of communication.
[00:11:57.610]Here's another example of basic manding for items.
[00:12:02.520]Here, he's going to use his PECS book.
[00:12:04.970]However, the student is now expected
[00:12:07.530]to lengthen his sentence by adding an attribute.
[00:12:12.840]In this example, the attribute is a color.
[00:12:16.670]So he's going to ask for a colored item.
[00:12:23.080]This time asking for a gummy
[00:12:26.450]will no longer produce the reinforcer.
[00:12:28.670]He needs to lengthen his sentence.
[00:12:45.724]Gummy.
[00:12:47.766](indistinct chatter)
[00:12:50.936]Gummy.
[00:12:51.769]Yes.
[00:12:52.897]Nice job.
[00:12:56.480]Notice the reinforcer is delivered immediately.
[00:13:00.710]That is going to help the individual understand
[00:13:03.640]that as soon as I asked for something, I get it.
[00:13:07.200]That is a whole lot less work
[00:13:09.590]than engaging in problem behavior.
[00:13:18.070]This video shows the initial stages
[00:13:21.030]of manding for a missing item.
[00:13:23.640]It's difficult to see,
[00:13:25.440]but the student is motivated by locks and keys.
[00:13:29.340]He is given a yellow lock,
[00:13:31.574]but the item is useless without the yellow key.
[00:13:36.400]Therefore he must engage in communication
[00:13:39.490]with a partner who can provide the missing key.
[00:13:44.370]In this phase, the student is prompted through the sequence.
[00:13:49.620]Prompts are faded quickly after.
[00:14:00.711](indistinct chatter)
[00:14:06.652](phone rings) Oh, that's the phone.
[00:14:09.266]Oh, great, thank you.
[00:14:11.521]Can I have the lock?
[00:14:13.499]Sure.
[00:14:36.122]I want yellow key.
[00:14:39.414]I love yellow key.
[00:14:41.961]There's the yellow key.
[00:14:44.929]Notice in this video,
[00:14:47.200]the student didn't use a verbal response.
[00:14:51.281]He used his PECS communication pictures, and that's okay.
[00:14:56.913]That's how the student is communicating.
[00:15:04.230]Now here the prompts are being faded
[00:15:06.570]and the student is becoming more independent
[00:15:09.060]with asking for the missing item.
[00:15:17.925](indistinct chatter)
[00:15:27.530]I want red key.
[00:15:30.541]Yeah, look, there's the red key.
[00:15:42.838]Manding for missing items.
[00:15:45.000]In this activity,
[00:15:46.600]the student has a card with a picture on it.
[00:15:50.270]The teacher is holding or blocking access to shape pieces
[00:15:56.050]that the student must use
[00:15:57.800]to build a representation of the picture.
[00:16:01.500]This increases the value of the shape pieces
[00:16:05.130]resulting in the student asking for this particular pieces
[00:16:08.840]needed to complete the model.
[00:16:15.940](indistinct chatter)
[00:16:20.896]I want eyes, I want eyes.
[00:16:22.738][Soft Spoken Woman] You want white?
[00:16:23.571]I want eyes.
[00:16:24.992][Soft Spoken Woman] White?
[00:16:26.182]I want eyes.
[00:16:27.015][Soft Spoken Woman] White eyes, I want white eyes.
[00:16:29.570](indistinct chatter)
[00:16:45.536]I want eyes, I want eyes, I want eyes.
[00:16:51.102][Soft Spoken Woman] I want black.
[00:17:15.465](indistinct chatter)
[00:17:29.078]I want yellow, I want yellow, I want yellow.
[00:17:34.444][Soft Spoken Woman] I want yellow?
[00:17:37.440]Here's yellow.
[00:17:41.315]Good job.
[00:17:55.080]Okay, and the next form of manding we're gonna talk about
[00:17:57.480]is manding for information.
[00:17:59.650]So this is an advanced manding scale
[00:18:01.960]that can look like asking when, what, where,
[00:18:05.750]who, why or how.
[00:18:08.180]So let's look at some examples of all of those.
[00:18:11.580]So when a student mands for information
[00:18:14.070]on when is it my turn or when is something going to happen?
[00:18:20.910]So an example of this could be
[00:18:22.210]you play a game with a student and you prompt the mand.
[00:18:25.470]When is it my turn?
[00:18:26.960]and then just like when you're Manning for a missing item,
[00:18:30.440]you're going to deliver the reinforcer
[00:18:33.270]and answer that question immediately.
[00:18:35.200]So then answer the mand after my turn.
[00:18:39.746]The second one, what.
[00:18:41.940]So an example of manding for information on what
[00:18:45.670]is you could put a reinforcer in like a bag
[00:18:49.650]and then prompt the child to mand what's in the bag,
[00:18:53.170]and then as soon as they mand,
[00:18:55.080]you're gonna show them what's in the bag.
[00:18:57.110]And it'll be something reinforcing to them.
[00:19:00.470]The third bullet is where.
[00:19:02.820]So an example of this could be
[00:19:05.830]you give a student a coloring page, but not the crayons
[00:19:09.230]and you have them prompt to mand where are the crayons?
[00:19:14.500]And then you tell them exactly where the crayons are
[00:19:17.290]upon the mand.
[00:19:18.810]Another example of this that we use a lot
[00:19:21.060]would be with puzzles.
[00:19:22.358]So you give the students a puzzle
[00:19:25.430]and then you leave out a piece
[00:19:26.891]and prompt the student to ask, where is the puzzle piece?
[00:19:30.910]And then you can tell them where it is.
[00:19:33.780]Four, who.
[00:19:35.160]So you could use a reinforcer such as candy
[00:19:39.040]and give it to another individual in the room
[00:19:41.820]and then prompt the student to mand who has the candy?
[00:19:45.440]And then the student goes and gets the candy
[00:19:47.420]from that individual.
[00:19:50.550]Why.
[00:19:51.810]So to have an individual mand for the why,
[00:19:56.850]you could do some things
[00:19:58.480]such as move their desk in the classroom
[00:20:00.727]and prompt them to me. And why did you move my desk?
[00:20:05.250]And then answer the question,
[00:20:06.560]oh, I wanted you to sit by so-and-so today
[00:20:10.020]and make it one of their friends
[00:20:11.860]that they would like to sit by so it's reinforcing.
[00:20:14.970]And then how.
[00:20:16.430]So you could put a student's savory snack in a container
[00:20:18.910]that they might not know how to open
[00:20:20.458]and then have the student mand how do I open?
[00:20:24.190]And then when they open it, they get what's inside.
[00:20:26.310]They get the snack.
[00:20:32.972]So in this video,
[00:20:34.550]we're gonna look at manding for information.
[00:20:36.620]The student is manding for information
[00:20:38.689]on where something is.
[00:20:40.930]So he is assembling Mr. Potato Head, which is a reienforcer.
[00:20:44.840]It's a preferred activity he likes to do it,
[00:20:47.740]but some of the pieces of Mr. Potato Head are missing.
[00:20:51.520]So he has to mand and ask, where are the eyes
[00:20:56.710]and where are the glasses?
[00:20:58.670]So initially he does require a prompt for eyes.
[00:21:04.020]And then watch carefully how,
[00:21:07.260]when the second item, the glasses,
[00:21:09.120]he does doesn't require the prompt
[00:21:11.150]and he actually expands on his initial prompt.
[00:21:14.372]So we can play that.
[00:21:19.806](indistinct chatter)
[00:21:23.122]Eyes, eyes.
[00:21:25.543]Where are the eyes?
[00:21:27.683]They're on the wall.
[00:21:30.515]Blue wall.
[00:21:31.913]Blue wall?
[00:21:33.751]Blue wall.
[00:21:36.919]Blue wall.
[00:21:41.174]There they are.
[00:21:42.654]Good job.
[00:21:44.978]Where is my head?
[00:21:47.150]Mr. Potato Head's what?
[00:21:49.791]Where is Mr. Potato Head's glasses?
[00:21:52.009]Where are his glasses?
[00:21:53.158]The glasses are on the yellow table.
[00:21:57.435]Good job.
[00:21:59.991](indistinct chatter)
[00:22:07.360]So initially he was saying eyes, eyes,
[00:22:11.070]'cause he wanted to find Mr. Potato Head's eyes.
[00:22:13.210]He knew what was missing.
[00:22:14.530]So then I prompt him to say, where are the eyes?
[00:22:16.620]And as soon as he echoes my prompt,
[00:22:19.016]he gets to find the eyes.
[00:22:20.097]He had a little trouble finding them, but he found them.
[00:22:22.478]And then he come back and he expands on it independently
[00:22:25.930]and says, where are Mr. Potato Head's glasses?
[00:22:29.400]So that was a perfect example of manding for information.
[00:22:38.954]All right, so when doing this,
[00:22:42.820]which items should be used for teaching mands?
[00:22:46.840]Well, we should use low effort words for one,
[00:22:50.530]because the signer words used to mand for the item
[00:22:55.697]should not be too hard to produce.
[00:23:00.984]When there's too much effort to mand or request,
[00:23:07.040]they're gonna be less likely to do it
[00:23:09.030]and engage in all other behavior
[00:23:11.650]that has resulted in getting those things in the past,
[00:23:14.310]which is most likely problem behavior.
[00:23:18.170]There should be quick delivery of the reinforcer
[00:23:21.840]or the items that are being asked for.
[00:23:24.720]So items and activities must be delivered
[00:23:28.658]immediately upon the student manding.
[00:23:34.620]Consumables.
[00:23:35.770]So these items that are consumables
[00:23:39.300]or allow only a very brief period of contact
[00:23:44.480]are great items that could be used for teaching mands.
[00:23:48.490]Also items that are highly motivating to the learner
[00:23:53.720]are definitely a must for teaching mands.
[00:24:03.051]All right.
[00:24:03.884]So at this time we want you to take five minutes
[00:24:07.290]to brainstorm activities
[00:24:09.028]that require multiple parts.
[00:24:11.970]So thinking about the examples that we had in the videos.
[00:24:15.620]We had a Mr. Potato Head
[00:24:17.730]where the individuals could ask for pieces
[00:24:21.290]of the Mr. Potato Head.
[00:24:23.080]There could be like the picture game
[00:24:27.560]where they need to ask for parts of the puzzle
[00:24:31.575]to create that picture.
[00:24:33.500]I want you to think of these activities
[00:24:39.910]and ways these parts may be withheld
[00:24:42.600]to increase communication.
[00:31:40.640]Okay, so hopefully you were able to brainstorm some ideas
[00:31:44.520]on ways that you could use manding
[00:31:47.090]to increase communication with some of your students.
[00:31:50.216]Like we said, a lot of the examples that we gave
[00:31:53.099]were things that you probably already have
[00:31:55.430]in your classroom.
[00:31:56.276]And then you can just use the procedure more
[00:31:59.130]to help your students generalize mands
[00:32:02.220]and increase their overall communication.
[00:32:11.900]So here is our references that we use,
[00:32:14.270]like Jessy mentioned in the beginning of our presentation,
[00:32:17.590]a little bit wordier.
[00:32:25.069]And then lastly, thank you so much.
[00:32:27.909]And you can give feedback about this presentation
[00:32:30.690]in the Guidebook app
[00:32:31.880]and on the evaluation survey that will be sent out
[00:32:35.040]after the conference
[00:32:36.380]and our email addresses are also listed there.
[00:32:38.771]So if you have any questions
[00:32:40.920]about any of your mands that you came up with,
[00:32:44.120]feel free to send them our way.
[00:32:46.474]Anything you wanted to add, Jessy?
[00:32:48.990]No, thank you so much for attending this.
[00:32:52.100]Yes.
[00:32:53.280]And we hope that you can use this
[00:32:54.530]to increase communication with your students.

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Using Motivation to Increase Communication

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