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A Review of the Environmental Variables Included in Mand Training Interventions.

Meka N McCammon¹, Katie Wolfe², Aaron R Check²

¹Department of Child and Family Studies, University of South Florida, 4202 Fowler Ave, Tampa, FL 33620 USA.

The Analysis of Verbal Behavior

|March 24, 2025

Summary

Effective mand training for children with autism spectrum disorder (ASD) is crucial. This review found common practices but couldn't identify critical components for teaching functional communication skills.

Keywords:

Early intervention Mand training Preschool children Review Verbal behavior

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Area of Science:

Behavioral science
Developmental psychology
Special education

Background:

Communication deficits significantly impact quality of life, especially for individuals with autism spectrum disorder (ASD).
Manding, the skill of requesting, is pivotal for long-term prognosis in individuals with ASD and related disabilities.
Current mand training interventions vary, and common critical components for effective skill acquisition remain unidentified.

Purpose of the Study:

To systematically review single-case studies on mand training interventions for preschool-aged children.
To identify common elements and critical components across various mand training approaches.
To inform the design of more efficient and effective mand training interventions.

Main Methods:

Systematic review of 45 single-case studies involving 118 preschool-aged participants.
Synthesis of intervention characteristics, including preference assessments, motivating operations, and reinforcement strategies.
Analysis of teaching conditions (establishing operations, abolishing operations) and consequent stimulus interactions.

Main Results:

Most studies utilized preference assessments, manipulated motivating operations, and provided specific reinforcement.
Gaps were identified in observing behavioral indications, teaching under both establishing and abolishing operation conditions, and analyzing interactions with consequent stimuli.
Significant differences in intervention variables suggest that critical components for functional mand repertoire acquisition cannot be definitively determined.

Conclusions:

While common practices exist in mand training, critical components essential for acquisition are not clearly identified.
The heterogeneity of intervention variables hinders the determination of universally effective strategies.
Further research is needed to identify and validate critical components for efficient and effective mand training in young children.