The basic principle of mand training is that the student will learn under conditions of motivation to ask for what they want. This principle guides intervention programs to establish and/or increase the verbal skill of asking for what one wants. However, a fully developed mand repertoire in proficient speakers involves more complicated relations and a failure to understand the specific environment-behavior relations that are involved in complex mand behavior often times result in a failure to address complex mands or in a failure of procedures that ensure the mands occur under the right conditions of motivation. This session will describe complex multiply controlled mands and will review specific instructional protocols and skill sequences in relation to complex mands.
Learning outcomes:
- discuss the importance of and be able to sequence mand training so that learners develop a full mand repertoire that leads to more advanced and complex mands
- discuss how to effectively sequence mand training so that learners understand the specific environment-behavior relations that are involved in developing the complex mand repertoire
- discuss how to effectively teach multiply controlled mands in specific protocols and skill sequences in order to assist learners in their development of independence, social behavior and self-advocacy skills
Credits: Act 48, EITA/Infant-Toddler, Occupational Therapy, Social Work, BACB, ASHA, PSYCH
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