The Effects of Deprivation, Presession Exposure, and Preferences on Teaching Manding to Children with Autism

Abstract

The effects of at least 23-hr deprivation, 5-min presession exposure, and individual preference on the acquisition of mands were investigated in these studies. Two boys who were 2.5 years old and diagnosed with autism participated in the studies. Preference assessments were conducted to identify preference levels of various toys. Toys of various preferences were then assigned to either a 23-hr deprivation or 5-min presession exposure condition for mand training. Both deprivation and preference level affected acquisition of mands. Implications for teaching children to mand are discussed.

Teaching individuals with autism spectrum disorder to ask questions: A systematic review

“…Ensuring the presence of a motivating EO is generally considered to be essential for effectively training individuals with ASD to ask questions (Hartman & Klatt, 2005;Sundberg & Michael, 2001;Sundberg & Partington, 1998). Across the reviewed studies, several procedures were used to ensure the participants were motivated to ask questions.…”

Increasing the Mand Repertoire of Children With Autism Through the Use of an Interrupted Chain Procedure

“…Many of these studies have done so indirectly prior to the study. For example, many researchers have conducted paired-stimulus (Fisher et al, 1992), free operant (Roane, Vollmer, Ringdahl, & Marcus, 1998), or multiple stimulus without replacement (DeLeon & Iwata, 1996) preference assessments to identify preferred stimuli to teach the participants to mand (Betz, Higbee, & Pollard, 2010;Bock et al, 2005;Bourret, Vollmer, & Rapp, 2004;Carr & Kologinsky, 1983;Davis, Kahng, & Coryat, 2012;Endicott & Higbee, 2007;Ganz, Simpson, & Corbin-Newsome, 2008;Gutierrez et al, 2007;Hartman & Klatt, 2005;Kodak & Clements, 2009;Kodak, Paden, & Dickes, 2012;Lechago et al, 2010;O'Reilly et al, 2012;Sidener et al, 2010;Tincani, 2004). Other researchers selected suspected reinforcers to teach individuals to mand by observing the individuals' reactions to those items or by measuring the amount of time the participants spent engaging with those items (Kelley et al, 2007;Lechago et al, 2010;Sweeney-Kerwin et al, 2007).…”

“…One way of doing this has been by withholding reinforcers for a specified period of time prior to conducting mand training (Davis et al, 2012;Nuzzolo-Gomez & Greer, 2004;Kelley et al, 2007;O'Reilly et al, 2012). For example, Hartman and Klatt (2005) required that participants did not have access to reinforcers targeted for mand training for 23 hours prior to each training session. Similarly, researchers have sustained motivation by limiting the number of consecutive teaching trials for a particular reinforcer to avoid satiation (Charlop, Schreibman, & Thibodeau, 1985;Kelley, et al, 2007;Tincani, 2004;.…”

Applied Behavior Analysis for Children with Autism Spectrum Disorders

“…Mand training is effective in establishing the use of mands (Duker, Dortmans, & Lodder, 1993;Hartman & Klatt, 2005;Yamamoto & Mochizuki, 1988), decreasing various maladaptive behaviors Shafer, 1994), and increasing the effectiveness of language training for other verbal operants such as tact (Arntzen & Almas, 2002;Carroll & Hesse, 1987;Nuzzolo-Gomez & Greer, 2004). In addition, many studies have focused on establishing tacts in children with ASD (Naoi, Yokoyama, & Yamamoto, 2007;Partington, Sundberg, Newhouse, & Spengler, 1994;Sundberg, Endicott, & Eigenheer, 2000).…”