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A Review of the Environmental Variables Included in Mand Training Interventions

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Title: A Review of the Environmental Variables Included in Mand Training Interventions
Language: English
Authors: Meka N. McCammon (ORCID 0000-0002-2992-6283), Katie Wolfe (ORCID 0000-0002-6298-1815), Aaron R. Check
Source: Analysis of Verbal Behavior. 2024 40(2):345-378.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 34
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Verbal Operant Conditioning, Training, Intervention, Environmental Influences, Preschool Children, Reinforcement, Stimuli
DOI: 10.1007/s40616-024-00211-9
ISSN: 0889-9401
2196-8926
Abstract: Deficits in communicating one's wants and needs can have significant and detrimental effects on quality of life. Particularly for individuals with autism spectrum disorder (ASD) and other related disabilities, manding is a pivotal skill that influences long-term prognosis. Mand training is complex and relies on several components to facilitate acquisition. Various approaches have been developed to target this pivotal repertoire; however, it is unknown if there are common elements, or "critical components," among interventions. Identifying these components may support the design of mand training interventions for young children that are efficient and effective. In this systematic review, we synthesized the characteristics of 118 participants included in 45 single-case studies teaching preschool-aged children to mand. Findings indicated that most studies conduct preference assessments to inform target selection, manipulate motivating operations, and deliver specific reinforcement following the emission of the mand. This review reveals a gap in observing behavioral indication, teaching under both establishing operation (EO) and abolishing operation (AO) conditions, and failure to observe interactions with the consequent stimulus. Overall, the results suggest differences in the variables included in mand training interventions and those critical to acquisition of a functional mand repertoire cannot be determined. We discuss implications and directions for future research.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463482
Database: ERIC
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  Data: A Review of the Environmental Variables Included in Mand Training Interventions
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  Data: <searchLink fieldCode="AR" term="%22Meka+N%2E+McCammon%22">Meka N. McCammon</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2992-6283">0000-0002-2992-6283</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katie+Wolfe%22">Katie Wolfe</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6298-1815">0000-0002-6298-1815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aaron+R%2E+Check%22">Aaron R. Check</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Analysis+of+Verbal+Behavior%22"><i>Analysis of Verbal Behavior</i></searchLink>. 2024 40(2):345-378.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Deficits in communicating one's wants and needs can have significant and detrimental effects on quality of life. Particularly for individuals with autism spectrum disorder (ASD) and other related disabilities, manding is a pivotal skill that influences long-term prognosis. Mand training is complex and relies on several components to facilitate acquisition. Various approaches have been developed to target this pivotal repertoire; however, it is unknown if there are common elements, or "critical components," among interventions. Identifying these components may support the design of mand training interventions for young children that are efficient and effective. In this systematic review, we synthesized the characteristics of 118 participants included in 45 single-case studies teaching preschool-aged children to mand. Findings indicated that most studies conduct preference assessments to inform target selection, manipulate motivating operations, and deliver specific reinforcement following the emission of the mand. This review reveals a gap in observing behavioral indication, teaching under both establishing operation (EO) and abolishing operation (AO) conditions, and failure to observe interactions with the consequent stimulus. Overall, the results suggest differences in the variables included in mand training interventions and those critical to acquisition of a functional mand repertoire cannot be determined. We discuss implications and directions for future research.
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