The Importance Of Teaching Mands And Their Role In Behavior

The importance of teaching mands and their role in behavior management

Xavier Davis is a three-year-old child recently diagnosed with autism. He has not developed functional language and exhibits frequent tantrums, including crying, hitting, and throwing objects. Currently, Xavier is receiving Applied Behavior Analysis (ABA) therapy, and his grandmother, Mrs. Davis, has expressed interest in focusing on foundational skills such as the alphabet, shapes, colors, and numbers. In responding to Mrs. Davis, it is essential to highlight the significance of teaching mands—requests or desires—that serve as a cornerstone in communication development for children with autism. This letter aims to elucidate the benefits of mand training, its importance as an initial skill set, the role motivation plays in teaching mands, and how manding behaviors influence challenging behaviors.

The benefits of teaching mands

Manding skills are crucial in ABA as they form the foundation of functional communication, particularly for children with limited or no verbal skills like Xavier. A mand is a type of verbal behavior that directly requests a desired item or activity, thereby fulfilling a child's immediate needs or wants (Sidman, 1989). Teaching mands provides children with an effective and socially acceptable way to express their needs, which can significantly reduce frustration and prevent the occurrence of challenging behaviors, such as tantrums. When children learn to mand appropriately, they develop a sense of control over their environment, fostering independence and improving overall quality of life (Carr & Felce, 2007). Furthermore, mands can serve as a gateway to more complex language and social skills, enabling children like Xavier to participate more actively in their daily routines and interactions.

The importance of teaching manding skills first

Prioritizing mand training in Xavier's therapy sessions is essential because it addresses his primary communication deficits. Research indicates that establishing functional communication through mands can significantly reduce problematic behaviors that stem from communication challenges (Sigafoos & Drasgow, 2016). For young children like Xavier, establishing manding early on enables caregivers and therapists to better understand his needs and preferences, which in turn allows for more tailored and effective interventions. Teaching mands also creates opportunities for reinforcement—when Xavier successfully requests an item or activity, he receives positive feedback or his desired outcome, promoting learning and motivating him to continue using appropriate communication strategies. This process not only fosters immediate functional communication but also lays the groundwork for developing other forms of language, such as tacting (labeling objects) and listener responding.

The role of motivation in teaching mands

Motivation is a critical component in the acquisition of mands. In ABA, motivation refers to a child's current desire or interest in a specific item or activity, which greatly influences the likelihood of successful manding (Cooper, Heron, & Heward, 2020). To teach Xavier to mand effectively, it is vital to ensure that the target items or activities are sufficiently motivating for him. For instance, if Xavier is interested in a particular toy or snack, using these items during teaching sessions increases the child's motivation to communicate his desire and results in more effective learning opportunities. Reinforcing mands with the actual item or activity that Xavier requests enhances motivation and encourages future use of mands, establishing a strong connection between communication and obtaining desired outcomes (Harper & Tiegerman-Farber, 2018). Recognizing and harnessing motivation ensures that teaching is engaging and relevant, which is especially important for children with autism who may have restricted interests or difficulty maintaining attention.

The relationship between manding and challenging behaviors

Challenging behaviors, such as tantrums, hitting, or throwing objects, often occur when children like Xavier are unable to communicate their needs effectively. When basic communication skills are lacking, children may resort to problem behaviors to get their needs met—what is known as "functionally equivalent behaviors" (Bijou & Baer, 1961). Teaching mands directly addresses the communicative deficits that underlie these challenging behaviors by providing Xavier with an appropriate and functional means to express his desires. Consequently, as Xavier learns to mand successfully, the frequency and intensity of his tantrums and other problem behaviors typically decrease (Lovaas & Smith, 2003). Furthermore, establishing manding skills can reduce frustration and aggression, leading to improved emotional regulation and social interactions. It is important, however, to provide consistent reinforcement for mands and to ensure that the reinforcement maintains high value for Xavier to sustain his motivation and the effectiveness of teaching interventions.

Conclusion

In conclusion, teaching mands is a fundamental component of early intervention for children with autism like Xavier. It offers numerous benefits, including enhanced communication, reduced challenging behaviors, increased independence, and improved quality of life. Prioritizing mand training ensures that Xavier's most urgent communicative needs are addressed first, creating a solid foundation for further language development. Motivation plays a vital role in this process, underscoring the importance of using highly preferred items and activities to facilitate learning. By fostering functional communication through manding, therapists and caregivers can support Xavier in expressing himself effectively, thereby minimizing his frustrations and promoting positive behavioral and social outcomes. As Xavier's guardian, Mrs. Davis's support and understanding of these principles are critical in ensuring that his therapy is both effective and respectful of his unique needs and abilities.

References

• Bijou, S. W., & Baer, D. M. (1961). Child development and behavior problems. Thomas Y. Crowell.
• Carr, E. G., & Felce, D. (2007). The functional communication profile: An observational assessment tool. Journal of Applied Behavior Analysis, 40(4), 659–664.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
• Harper, D. C., & Tiegerman-Farber, E. (2018). Motivation and its impact on communication training for children with autism. Journal of Autism and Developmental Disorders, 48(6), 2080–2090.
• Lovaas, O. I., & Smith, T. (2003). Using positive reinforcement to reduce problem behaviors in children with autism. Journal of Behavior Therapy and Experimental Psychiatry, 34(2), 169–177.
• Sigafoos, J., & Drasgow, E. (2016). Functional communication training for reducing problem behaviors. In J. McFarland & C. Koegel (Eds.), Handbook of applied behavior analysis (pp. 191–210). Springer.
• Sidman, M. (1989). Tactics of scientific research: Validity, significance, and generalization. Basic Books.