MANDING
How to capture and
contrive motivation
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Anna Matchneva, BCABA
OBJECTIVES
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Define mand
Explain the benefits of teaching manding first
Describe how deprivation / satiation effects
motivation
Describe how motivative operations (MOs)
can be used and manipulated to teach
language
Anna Matchneva, BCABA
Mand
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A mand is asking for the things that you
want and is strengthened by getting them
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There is a tendency to say “juice" when you
want it, and you get it
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Manding is what teaches the learner that
talking or signing is useful
Anna Matchneva, BCABA
Mand
Manding is the first repertoire learned by all
children:
Children cry when they are hungry and as a
result they receive food. Eventually the child
learns to say words to ask for different things
which are reinforcing.
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Anna Matchneva, BCABA
Mand
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I want cookie
Can I have a cookie?
Signs “cookie” during snack time (hungry)
Do you like cookies?
This is a cookie (points to picture card)
Points to cookie and vocalizes “c” during
snack (hungry)
Looks in a jar “cookies are all gone”
Anna Matchneva, BCABA
Mand
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Learners with developmental delays tend to
develop mands that are maladaptive (SIB,
screaming, tantrums, etc)
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By teaching a mand repertoire (vocal or sign)
you may replace many problem behaviors
Anna Matchneva, BCABA
Motivation
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Mands occur when Motivating Operation (MO) is strong
When hungry > want food
When tired > want escape
Talking is more easily acquired and occurs more often when the
motivation is strong for desired items, objects or activities
Contriving motivation results in a greater number of mands per
day, thus more opportunities to develop language
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Anna Matchneva, BCABA
Motivation
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MO is a condition of deprivation or satiation
which momentarily increases or decreases the
value of some reinforcer
Being deprived of a favorite reinforcer for a period
of time increases the desire for that reinforcer
SATIATION
Satiation affects all reinforcers. The level of
motivation for favorite videos, toys, activities,
etc., can and does change frequently
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Anna Matchneva, BCABA
Teaching Manding
Begin mand training by using learner’s most powerful
positive reinforcers
Reinforcement Assessment Form
Reinforcers to use for manding:
can be delivered in small amounts and multiple times
go away by itself
better with you than without you
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Anna Matchneva, BCABA
Teaching Manding
Mand training should be taught extensively
with early learners
500 – 700 mands per day
Manding many items for which motivation has
been captured leads to improvement in
vocalizations
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Anna Matchneva, BCABA
Sequence of Manding
for Early Learner
F1 Indicates by pulling
F2 Asks for a reinforcer when it is present and
vocal or sign prompt is given
F3 Asks for a reinforcer when reinforcer is
present (no prompt)
F5 Asks for a reinforcer spontaneously
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Anna Matchneva, BCABA
Sequence of Manding
for Intermediate Learner
F6 Asks others to perform actions
F7 Requests attention
F8 Requests missing items needed for a task
F9 Requests using yes/no
F10 Requests using carrier phrases
F11 Requests help
F12 Requests others to remove item / stop
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Anna Matchneva, BCABA
Sequence of Manding
for Advanced Learner
F13 – F27
Requests information
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Anna Matchneva, BCABA
Creating Opportunities…
Limited access:
Place preferred items out of reach: up on the
shelf, inside the plastic container, etc
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Anna Matchneva, BCABA
Creating Opportunities…
Choice:
Ask the learner to choose between two or more
preferred items or activities
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Anna Matchneva, BCABA
CREATING OPPORTUNITIES …
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Interruption:
Interrupt ongoing activity in a playful way. Ask
the learner to mand in order to continue the
activity.
Anna Matchneva, BCABA
Creating Opportunities…
Incomplete activities:
Ask the learner to mand for missing items
needed for the activity
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Anna Matchneva, BCABA
Expanding Opportunities
Chaining
Reinforcer = apple sauce
Closed jar > “open”
Empty bowl > “apple sauce” / “pour in”
Bowl, apple sauce,… > “spoon”
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Anna Matchneva, BCABA
Expanding Opportunities..
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Show the learner new ways to have fun
playing with toys!
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Mand training should always be fun
Anna Matchneva, BCABA
Rules For Teaching Manding
Teaching must occur in the natural and everyday
environment where the motivation is typically strong.
Motivation will change from moment to moment, day to
day, week to week, etc. so it will be important to be
flexible so that you teach manding at a time when the
motivation is greatest.
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Anna Matchneva, BCABA
Rules For Teaching Manding
Prompt mands initially to teach the child that it is easy
to get things with verbal behavior and so as to not turn
the child off to communicating by requiring a difficult
response at first.
Get the best quality response with the least amount of
prompting.
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Anna Matchneva, BCABA
Rules For Teaching Manding
Practice teaching mands so that your are skilled in:
How and when to reinforce
What approximations to accept
What level of prompt to provide
How to fade the prompts as quickly as possible.
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Anna Matchneva, BCABA
Rules For Teaching Manding
Consistency across trainers is essential
Ex: “ball” vs “red” vs “circle”
Select “item specific” mands
Ex: “more” vs “bubble”
Be a “giver”, not a “taker”
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Anna Matchneva, BCABA
Common Mistakes
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What do you want?
Killing MO
Loosing the lead
Not fading the prompt
Anna Matchneva, BCABA
DATA
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Record prompt level
Count prompted vs spontaneous mands
Graph
Anna Matchneva, BCABA