Frequency of Mand Instruction Reported in Behavioral, Special Education, and Speech Journals

Abstract

The authors reviewed 10 years of research literature on teaching mands to individuals with developmental disabilities. Articles were selected from journals associated with three professional organizations (e.g., Association for Behavior Analysis, Council for Exceptional Children, and American Speech and Hearing Association). Findings were reported as frequencies of publication across journals and sets of journal. Furthermore, we reported on the several contextual variables reported within each study (i.e., age of participants, setting, change agent, response topography, generalization). Implications for practitioners are discussed.

A Review of Developing Communication Skills for Students with Intellectual and Developmental Disabilities on College Campuses

“…Two members of the research team reviewed titles and abstracts of the 387 articles independently and both identified the same eight articles for inclusion in the review. In addition, an ancestral search of reference lists from all included articles was conducted, as well as a review of recent literature reviews focused on teaching communication skills to students with IDD (Gevarter et al, 2013; Pennington et al, 2016; Rispoli et al, 2010). The ancestral search yielded 747 articles for review.…”

“…Further, the efficacy of a range of augmentative and alternative communication (AAC) systems have been evaluated to support those students for which vocal responding is limited, unintelligible, or does not emerge (Walker & Snell, 2013). These practices and supports for promoting positive communication outcomes have been recognized widely as an essential component of educational programming for students with IDD (Council for Exceptional Children [CEC], 2014; Peckham-Hardin et al, 2018; Pennington et al, 2016), and much of the research supporting their use has been conducted in school settings (e.g., Pennington et al, 2016; van der Meer & Rispoli, 2010). As a result, teacher education programs in the area of IDD have commonly adopted content related to communication intervention and supports as essential components of their curricula (Pennington et al, 2020).…”

Teacher Preparation in Communication Instruction for Students With Extensive Support Needs

“…In light of the importance of communication for students with ESN, researchers have suggested that communication instruction is an essential component of educational programming for this population of students (Pennington et al, 2016) and that students’ communication challenges are amenable to intervention, with many students benefiting from augmentative and alternative communication (AAC) systems to supplement or replace speech (Goldstein, 2002; Snell et al, 2006, 2010; Walker & Snell, 2013). Unfortunately, the available research literature suggests that students with ESN may not receive adequate communication instruction or support in the classroom.…”

Practices Reflecting Functional Communication Training for Students With or At Risk for Emotional and Behavioral Disorders: Systematically Mapping the Literature

“…This study is hardly the first to note overlapping terminology among complementary—or competing—fields such as ABA and PBIS (Horner & Sugai, 2015; Putnam & Knoster, 2016) or ABA, special education, and speech-language pathology (Pennington, Ault, Schmuck, Burt, & Ferguson, 2016). This issue is compounded by the array of professionals serving children with EBD, which at least includes those in psychiatry, psychology, school counseling, mental health, juvenile justice, and subdivisions of special education including early childhood, learning disabilities, ADHD, IDD, and ASD (Peck et al, 2011).…”