Mands For Information Research Articles

Teaching Turkish children to mand for information in the context of tact instruction

AbstractThis study explores the efficacy of mand for information (MFI) training in individuals with autism, with a particular focus on the extension of this training to non‐native English speakers and the promotion of generalization across various contexts. The “What is this?” MFI was taught to four native Turkish‐speaking participants under various establishing operations (EOs). Notably, these MFIs were effectively embedded within tact training trials and delivered in a language other than English, thereby extending the research on MFI to a different language. Furthermore, the generalization of the MFIs was observed as participants maintained their proficiency across individuals, settings, and novel stimuli. Social validity data confirmed the acceptability of MFI training among parents, highlighting its potential to enhance communication skills. Follow‐up assessments were conducted 4 weeks post‐training indicating maintenance of the MFIs.

동기조작(MO)이 자폐스펙트럼장애 학생의 자발적인 정보 맨드에 미치는 영향*

The current study investigated effects of motivating operation on mand for information in a middle school student with autism spectrum disorders(ASD). Teaching students to mand for information can help them learn advanced language skills, increase their communications skills, and aid in decreasing challenging behaviors. However, students with ASD often do not learn to mand for information without structured teaching. The target responses of this study were mands for information using “what”, “where” and “which” and used a multiple probe design across behaviors to evaluate the effectiveness of the intervention. Target items were selected from high preferred items identified during preference assessments prior to the experiment. During the base line, target items were presented for abolishing operation(AO) of the items. A correct response was immediately reinforced by manded information about items. If the participant emitted no response or an incorrect response during the 5 s delay, the echoic prompt was provided by the instructor. During the intervention condition, the procedures were same as the baseline procedure except absense of the AO, thus EO was in effect for the target items. The EO procedure was effective on increasing mands for information and the participant were able to generalize this skill to novel items.

Teaching two children with autism to mand for known and unknown items using contrived motivating operations

AbstractThe interrupted chain procedure is used to teach children with limited verbal repertoires to independently mand for missing items required to complete a task. Previous research has used interrupted chains to teach children with autism autoclitic mand frames for information on the location of missing items and persons in possession of the missing items. We extended previous research by (a) measuring generalization of autoclitic frames both within and between tasks with multiple known missing items that the participants could tact, (b) assessing whether or not the autoclitic frames would emerge following tact training of unknown items, and (c) determining if participants could be taught a mand that would result in the appropriate information to evoke the autoclitic frame for unknown items. Following training, the two boys with autism who participated in this study were able to independently mand for known missing items without direct teaching and mand for information on unknown missing items.

Teaching Children With Autism Spectrum Disorder to Mand "Why?"

For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies have evaluated interventions for teaching other mands for information, to date no studies have demonstrated effective procedures for teaching the mand "why?" The purpose of the present study was to teach 3 children with ASD to mand "why?" under relevant establishing operation conditions in 3 distinct scenarios. A trial-unique multiple-exemplar procedure was used to promote generalization and increase the value of information provided across trials. All 3 participants learned to mand "why?" in all 3 scenarios within a mean of 18 sessions (range 14-21 sessions), demonstrated generalization to novel stimuli and settings, and maintained this skill over time. Social validity for the intervention had an overall mean of 5.88 (range 1-7).

Teaching Mands for Information Using "Why" to Children With Autism.

Mands for information (MFIs) play an important role in language development and are important for successfully acquiring new information from one's environment. Yet many individuals with autism do not acquire mands for information without direct teaching. Research has demonstrated effective procedures for teaching all "wh" forms, except for "why." This study investigated procedures to teach the MFI "why" under control of the establishing operation and examined the extent to which teaching resulted in generalization. The intervention was effective in establishing the MFI "why" for 3 children with autism, and generalization to novel scenarios occurred for all participants.

Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism.

This study replicated and extended the methodology used in Howlett et al. (Journal of Applied Behavior Analysis, 44, 943-947 2011) to bring the mands "Where's (item)?" and "I want (item)" under appropriate antecedent control in two boys diagnosed with autism. Trials were alternated in which items were present, missing, and within view (but inaccessible) and missing and out of view. To program for generalization, fifteen items, multiple trainers, and multiple settings were used during teaching. For both participants, manding generalized to novel items, instructors, settings, and situations and maintained after 2weeks following teaching. Results of the social validity assessment indicated that school staff found the procedures highly acceptable.

Mands for Information Using "How" Under EO-Absent and EO-Present Conditions.

The present study replicates and extends previous research on teaching "How?" mands for information to children with autism. The experimental preparation involved mand training in the context of completing preferred activities and included training and testing under conditions when the establishing operation (EO) was present and absent. Results show that two children with autism acquired mands for information using How? only in situations where information was valuable (i.e., the EO was present); they then consistently made use of the information provided in activity completion. Generalization to novel, untaught situations was assessed.

A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children

The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each participant was video recorded for 2 h 15 min periods across two conditions (academic activity and free-time). The two conditions represented a naturalistic view of the children's environment. Spontaneous and elicited communication were further analysed in terms of verbal behavior functions including requests, mands for information, mands for attention, greetings, terminating an activity, comments/tacts, language of negotiation, specifying using autoclitics and reject. Communication partner was further analysed at two levels, peer and adult. There was no difference between the frequency of functions of communication emitted and diagnosis of the participant. There was a significant difference for communication partner, whereby the main communicative partner for children with ASD was an adult in contrast to typically developing children who spoke more to their peers. Typically developing children engaged in more spontaneous communication than children diagnosed with ASD.

Using motivating operations to evoke question-asking behavior can be effective in teaching language skills to preschoolers with autism1

What are the effects of motivating operations and the use of high-preference and low-preference items on the acquisition of vocal mands for information by preschoolers with autism? 1 Abstracted fro...