Abstract
People diagnosed with autism spectrum disorder (ASD) may need specific teaching to learn mands for information. Unfortunately, little research has been published on methods for teaching the mand “When?” to this population. The purpose of the current study was to replicate and extend previous research by teaching 3 children diagnosed with ASD to mand “When?” by teaching multiple topographies of the mand, measuring mand variability, assessing social validity, interspersing a previously acquired mand for information, using multiple-exemplar training, employing a different experimental preparation, and including participants with different skill sets. All participants (a) learned to mand “When?” only during establishing operation trials (not during abolishing operation trials) within 8 teaching trials, (b) generalized manding with novel items and a novel person and setting, (c) maintained a previously learned mand for information, and (d) maintained skills at follow-up. Upon mastery, 2 participants varied mand topography. Respondents rated the intervention as having high social validity.
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Kahlow, T.A., Sidener, T.M., Kisamore, A.N. et al. Teaching the Mand “When?” to Children With Autism Spectrum Disorder. Analysis Verbal Behav 35, 221–234 (2019). https://doi.org/10.1007/s40616-019-00115-z
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DOI: https://doi.org/10.1007/s40616-019-00115-z