Abstract
The authors reviewed 10years of research literature on teaching mands to individuals with developmental disabilities. Articles were selected from journals associated with three professional organizations (e.g., Association for Behavior Analysis, Council for Exceptional Children, and American Speech and Hearing Association). Findings were reported as frequencies of publication across journals and sets of journal. Furthermore, we reported on the several contextual variables reported within each study (i.e., age of participants, setting, change agent, response topography, generalization). Implications for practitioners are discussed.
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