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Teachers' Contingent Responses to Children's Mands in Preschool Classrooms

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Title: Teachers' Contingent Responses to Children's Mands in Preschool Classrooms
Language: English
Authors: Sara Germansky (ORCID 0009-0003-0440-9954), Patricia Snyder, BoRam Song
Source: Journal of Early Intervention. 2025 47(4):477-498.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A150076
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Teachers, Teacher Response, Verbal Operant Conditioning, Reinforcement, Child Behavior, Preschool Children, Communication Skills, Verbal Ability, Context Effect, Accuracy, Teacher Student Relationship
DOI: 10.1177/10538151251341910
ISSN: 1053-8151
2154-3992
Abstract: The purpose of this study was to use a direct behavioral observation coding system to quantify and categorize children's mands and teachers' contingent responses in three types of typically occurring preschool classroom activities. Children's mands were categorized based on their presumed function, and teachers' responses were coded based on whether the response did or did not match the presumed function of the preceding mand. Authors conducted a descriptive analysis to describe how often and for what children emitted mands and how teachers responded within and across activities. Results showed that, on average, across all activities, the proportion of child mands to which teachers responded was 0.82. The proportion of teacher responses that matched the presumed function of the preceding child mand was 0.55. Teacher responses matched the presumed function of attention mands most often, while teachers' responses often did not match the presumed function of tangible and escape mands. Results can help practitioners and researchers understand more about how often, when, and why children mand and for whom mand development is or is not being supported by teachers in preschool classrooms. These data also offer insight into how natural reinforcement schedules can be integrated into mand training interventions.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1490775
Database: ERIC
FullText Text:
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  Data: Teachers' Contingent Responses to Children's Mands in Preschool Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Sara+Germansky%22">Sara Germansky</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-0440-9954">0009-0003-0440-9954</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patricia+Snyder%22">Patricia Snyder</searchLink><br /><searchLink fieldCode="AR" term="%22BoRam+Song%22">BoRam Song</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Intervention%22"><i>Journal of Early Intervention</i></searchLink>. 2025 47(4):477-498.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 22
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: R324A150076
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Operant+Conditioning%22">Verbal Operant Conditioning</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
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  Data: 10.1177/10538151251341910
– Name: ISSN
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  Data: 1053-8151<br />2154-3992
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to use a direct behavioral observation coding system to quantify and categorize children's mands and teachers' contingent responses in three types of typically occurring preschool classroom activities. Children's mands were categorized based on their presumed function, and teachers' responses were coded based on whether the response did or did not match the presumed function of the preceding mand. Authors conducted a descriptive analysis to describe how often and for what children emitted mands and how teachers responded within and across activities. Results showed that, on average, across all activities, the proportion of child mands to which teachers responded was 0.82. The proportion of teacher responses that matched the presumed function of the preceding child mand was 0.55. Teacher responses matched the presumed function of attention mands most often, while teachers' responses often did not match the presumed function of tangible and escape mands. Results can help practitioners and researchers understand more about how often, when, and why children mand and for whom mand development is or is not being supported by teachers in preschool classrooms. These data also offer insight into how natural reinforcement schedules can be integrated into mand training interventions.
– Name: AbstractInfo
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  Data: 2025
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  Data: EJ1490775
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1177/10538151251341910
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 477
    Subjects:
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Response
        Type: general
      – SubjectFull: Verbal Operant Conditioning
        Type: general
      – SubjectFull: Reinforcement
        Type: general
      – SubjectFull: Child Behavior
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Verbal Ability
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
    Titles:
      – TitleFull: Teachers' Contingent Responses to Children's Mands in Preschool Classrooms
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            NameFull: Sara Germansky
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            NameFull: Patricia Snyder
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            NameFull: BoRam Song
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            – D: 01
              M: 12
              Type: published
              Y: 2025
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            – TitleFull: Journal of Early Intervention
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