Below is a general skill sequence for helping learners mand for preferred stimuli with structured echoic prompting.
In instances where learners do not have a manding repertoire but seem to be verbal or echoic prompting, echoic-to-mand transfer procedures can become enormously helpful. This particular skill area takes the therapist through the stepf for effectively prompting a learner to independence using echoic modeling. As the learner gains fluency here, the echoic model can be faded (for preferred stimuli that the learner knows how to say) and more traditional independent mand training can occur.
Treatment Plan Goal Ideas
This is a list of treatment plan goals. These are different from the goals you will find in the skill sequence below. Your treatment plan goals encompass any number of goals from the skill sequence. Sometime they will include multiple goals from the sequence (”Learner will label 5 toys”) and sometimes the treatment plan goal will be simply consist of a really important goal from the skill sequence (”Will label caregiver”). An analogy I like to use goes as follows: Each skill sequence goal (commonly known as a “target”) represent each stair in a flight of stairs. The treatment plan goal is the flight itself.
Treatment plan goal ideas for this particular skill area are as follows:
- Learner will echo the name of five highly preferred stimuli in order to gain access to it.
- Learner will vocalize the name of five highly preferred stimuli in order to gain access to it when asked what they want with only verbal prompts.
Component Skills
Your learner may need to be fluent in these component skills first before introducing this goal/skill area. Component skills for this skill sequence may include skill areas that are fundamental to other areas. Fluency in the skill areas listed below may increase the likelihood that your learner will succeed in this skill sequence and those afterward.
Intro to MandingSkill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to mand with the help of echoic prompting. Note that every learner is different and that you likely will need to tweak and vary some programming to their needs. Click the triangle icon to view the full description for each skill in the sequence/area.
Concurrent Skills
Working on these skills at the same time could help with goal mastery. Maybe your learner has mastered these skills already. Perhaps they are already listed as component skills above. That’s okay! Targeting other learning channels might help your learner.
Intro to Manding
Manding for Attention
Manding for Actions 
Manding for Locations
Intro to Echoics
1 Syllable Echoics
2-Syllable EchoicsComposite Skills
These are the possible next steps for learners who have mastered, or are mastering, the skills listed above. Note that new skill areas may require fluency in other component skills not listed above. Also, you can introduce composite skill sequences prematurely to keep your learner progressing, as generativity may occur earlier than expected.
2-3 Word Mands Follow the link below to better understand component-composite analysis.
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