Below is a general skill sequence for teaching manding for the first time.
This is the first series of targets recommended by the BxMastery system, and it serves as a foundation for all other manding sequences. This skill sequence starts with basic motivation and looks to shape behaviors that indicate motivation but may only slightly be recognized as communication. By building upon this foundation, learners can begin to develop the skills necessary to advocate for themselves and communicate their needs effectively.
How this skill area relates to your assessments!
This skill area aligns with various assessments and their respective domains, with milestone and domain codes provided for reference. Additionally, DSM-5 diagnostic criteria for Autism are included to help clinicians identify how this skill area potentially supports medical necessity in relation to the diagnosis.
VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)
Mand, M 1-M, Emits 2 mands with echoic or imitative prompt (no physical prompts)
Social Behavior and Social Play, SBSP 1-M, Makes eye contact as a type of mand 5 times
(TO: 30)
AFLS (Assessment of Functional Living Skills)
Basic Communication, BC4, Spontaneous requests for items and activities
Basic Communication, BC6, Requests help
DSM-V Diagnostic Criteria for Autism
A1, Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
CDC’s Developmental Milestones
15 months, Language/Communication Milestones, Points to ask for something or to get help
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:
When motivated for a preferred item or activity, learner will reach for the preferred item or activity.
When motivated for an item or activity, Learner will touch the preferred item or activity with their index finger.
When motivated for a preferred item or activity, Learner will point to the preferred item or activity.
When motivated for an area that they don’t yet have access to, learner will point towards the area.
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.
Manding is the first and most important operant as it allows an individual to advocate for themselves. There is only one suggestion for component skills as this skill sequence will likely be one of the first you’ll introduce with a new learner. However, scroll to concurrent skills for ideas on other skills to introduce concurrently to promote generativity.
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to mand. 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.
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#1 Mands with Reach
How to Run
Present a ring and a ring-stacker in an array of 1 (no other toys or stimuli present).
Gain the attention and motivation of the learner.
Put a ring on a ring-stacker and instruct the learner to perform the task. “Do this!”
Learner should perform the action without prompting.
Reinforce the learner contingent on desired response.
Gain access to a preferred item/activity that the learner has indicated motivation for.
Hold the item/activity in front of them.
Therapist will physically prompt learner’s finger to touch preferred item/activity (given there is motivation for it).
Grant access to the item/activity once the learner’s index finger makes contact with the item/activity. Correct: Learner’s finger touches the preferred item/activity with or without the physical prompt. Incorrect: Engages in high magnitude problem behavior.
Additional Notes
Ensure that learner is actually motivated for the item/activity.
Look for/control competing reinforcers.
Allow access even if low magnitude problem behavior is occurring during the first stages.
Going straight into an errorless physical prompt (if not specified already within the description) may be helpful during the beginning stages right after the program is introduced.
Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for a tablet, for example, while the learner is still engaged with it or has their hands still on it would be a mistrial.
Materials
Research/Resources
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#3 Mands with Touch (No Prompt)
How to Run
Gain access to a preferred item/activity that the learner has indicated motivation for.
Hold the item/activity in front of them.
Learner should touch index finger to the preferred item/activity (given there is motivation for it).
Grant access to the item/activity once the learner’s index finger makes contact with the item/activity. Correct: Learner’s finger makes contact with the preferred item/activity. Incorrect: Engages in high magnitude problem behavior.
Additional Notes
Ensure that learner is actually motivated for the item/activity.
Look for/control competing reinforcers.
Allow access even if low magnitude problem behavior is occurring during the first stages.
Going straight into an errorless physical prompt (if not specified already within the description) may be helpful during the beginning stages right after the program is introduced.
Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for a tablet, for example, while the learner is still engaged with it or has their hands still on it would be a mistrial.
Materials
Research/Resources
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#4 Mands with touch (in array of 2)
How to Run
Gain access to a preferred item/activity that the learner has indicated motivation for.
Hold the item/activity in front of them with another neutral value item.
Learner should touch index finger to the preferred item/activity (given there is motivation for it).
Grant access to the item/activity once the learner’s index finger makes contact with the item/activity. Correct: Learner’s finger makes contact with the preferred item/activity. Incorrect: Engages in high magnitude problem behavior.
Additional Notes
Ensure that learner is actually motivated for the item/activity.
Look for/control competing reinforcers.
Allow access even if low magnitude problem behavior is occurring during the first stages.
Going straight into an errorless physical prompt (if not specified already within the description) may be helpful during the beginning stages right after the program is introduced.
Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for a tablet, for example, while the learner is still engaged with it or has their hands still on it would be a mistrial.
An array can include natural arrays like touching a toy on a toy shelf with a group of toys or touching a toy in a toy box.
Materials
Research/Resources
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#5 Mands with touch (array of more than 2)
How to Run
Gain access to a preferred item/activity that the learner has indicated motivation for.
Hold the item/activity in front of them with at least two other neutral value items.
Learner should touch index finger to the preferred item/activity (given there is motivation for it).
Grant access to the item/activity once the learner’s index finger makes contact with the item/activity. Correct: Learner’s finger makes contact with the preferred item/activity. Incorrect: Engages in high magnitude problem behavior.
Additional Notes
Ensure that learner is actually motivated for the item/activity.
Look for/control competing reinforcers.
Allow access even if low magnitude problem behavior is occurring during the first stages.
Going straight into an errorless physical prompt (if not specified already within the description) may be helpful during the beginning stages right after the program is introduced.
Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for a tablet, for example, while the learner is still engaged with it or has their hands still on it would be a mistrial.
An array can include natural arrays like touching a toy on a toy shelf with a group of toys or touching a toy in a toy box.
Materials
Research/Resources
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#6 Mands with point in array of 1 (with physical)
How to Run
Gain access to a preferred item/activity that the learner has indicated motivation for.
Hold the item/activity in front of them.
Therapist will physically prompt learner’s finger so that it is extended to the pointing position (given there is motivation for it).
Grant access to the item/activity once the learner’s index finger is physically extended (can be touching item). Correct: Learner’s index finger is extended with or without the physical prompt. Incorrect: Engages in high magnitude problem behavior or tries to touches the item with all fingers.
Additional Notes
Ensure that learner is actually motivated for the item/activity.
Look for/control competing reinforcers.
Allow access even if low magnitude problem behavior is occurring during the first stages.
Going straight into an errorless physical prompt (if not specified already within the description) may be helpful during the beginning stages right after the program is introduced.
Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for a tablet, for example, while the learner is still engaged with it or has their hands still on it would be a mistrial.
Materials
Research/Resources
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#7 Mands with point in array of 1 (no prompt)
How to Run
Gain access to a preferred item/activity that the learner has indicated motivation for.
Hold the item/activity in front of them.
Learner will extend index finger to pointing position and point to the preferred item/activity (they can touch the item if it is near)
Grant access to the item/activity once the learner’s index finger is physically extended (can be touching item). Correct: Learner’s index finger is extended with or without the physical prompt. Incorrect: Engages in high magnitude problem behavior or tries to touches the item with all fingers.
Additional Notes
Ensure that learner is actually motivated for the item/activity.
Look for/control competing reinforcers.
Allow access even if low magnitude problem behavior is occurring during the first stages.
Going straight into an errorless physical prompt (if not specified already within the description) may be helpful during the beginning stages right after the program is introduced.
Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for a tablet, for example, while the learner is still engaged with it or has their hands still on it would be a mistrial.
Materials
Research/Resources
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#8 Mands with point in array of more than 2 (few inch distance)
How to Run
Gain access to a preferred item/activity that the learner has indicated motivation for.
Hold item slightly outside the reach of the learner with another neutral value item equidistant to the learner.
Learner will extend index finger to pointing position and point to the preferred item/activity (they can touch the item if it is near)
Grant access to the item/activity once the learner’s index finger is physically extended (can be touching item). Correct: Learner’s index finger is extended with or without the physical prompt. Incorrect: Engages in high magnitude problem behavior or tries to touches the item with all fingers.
Additional Notes
Ensure that learner is actually motivated for the item/activity.
Look for/control competing reinforcers.
Allow access even if low magnitude problem behavior is occurring during the first stages.
Going straight into an errorless physical prompt (if not specified already within the description) may be helpful during the beginning stages right after the program is introduced.
Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for a tablet, for example, while the learner is still engaged with it or has their hands still on it would be a mistrial.
Materials
Research/Resources
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#9 Mands with point in array of more than 3 (3-5 ft distance)
How to Run
Gain access to a preferred item/activity that the learner has indicated motivation for.
Hold preferred item 3-5 feet outside the reach of the learner with another neutral value item at 3-5 feet as well OR put the item on a shelf that is outside the reach of the learner with other neutral value item
Learner will extend arm AND index finger to pointing position and point to the preferred item/activity
Grant access to the item/activity once the learner’s arm and index finger is extended to the pointing position and pointing in the general vicinity of the item. Correct: Learner extends arm and index finger to the pointing position and points in vicinity of preferred item that is out of reach. Incorrect: Engages in problem behavior or simply reaches for the item.
Additional Notes
Ensure that learner is actually motivated for the item/activity.
Look for/control competing reinforcers.
Allow access even if low magnitude problem behavior is occurring during the first stages.
Going straight into an errorless physical prompt (if not specified already within the description) may be helpful during the beginning stages right after the program is introduced.
Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for a tablet, for example, while the learner is still engaged with it or has their hands still on it would be a mistrial.
Materials
Research/Resources
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#10 Touches door handle to go (with physical)
How to Run
In instances learner is motivated to exit the room with a door and the door is closed, block their attempt at opening the door.
Physically prompt their index finger to touch the door handle.
Allow them to open the door and leave the room. Correct: Points to door handle with or without physical prompt. Incorrect: Engages in high magnitude problem behavior and/or resists prompts.
Additional Notes
Materials
Research/Resources
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#11 Touches door handle to go (no prompt)
How to Run
In instances learner is motivated to exit the room with a door and the door is closed, mediate access to the door.
Wait for them to point to or touch the door handle.
Learner should point to or touch door handle.
Allow them to open the door and leave the room. Correct: Points to door handle without physical prompt. Incorrect: Engages in high magnitude problem behavior and/or requires prompts.
Additional Notes
Materials
Research/Resources
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#12 Points toward an area/direction to go (with physical)
How to Run
In instances learner is motivated to go to another area or another room.
Mediate access to that area/room.
Physically prompt the learner to point in the general direction of the area/room.
Immediately allow them to run toward/proceed toward the desired area. Correct: Points to the area with a physical prompt. Incorrect: Engages in high magnitude problem behavior and/or resists prompts.
Additional Notes
Materials
Research/Resources
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#13 Points toward an area/direction to go (no prompt)
How to Run
In instances learner is motivated to go to another area or another room.
Mediate access to that area/room.
Wait for the learner to point toward the area they want to access.
Learner should point to the area.
Immediately allow them to run toward/proceed toward the desired area. Correct: Points to the area without prompting of any kind. Incorrect: Does not point or requires prompt to point.
Additional Notes
Materials
Research/Resources
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.
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.
Elizabeth R. Lorah, Shawn P. Gilroy, Philip N. Hineline,
Acquisition of peer manding and listener responding in young children with autism,
Research in Autism Spectrum Disorders, Volume 8, Issue 2, 2014, Pages 61-67,
ISSN 1750-9467,
https://doi.org/10.1016/j.rasd.2013.10.009.
Kaitlin G. Causin, Kristin M. Albert, Vincent J. Carbone, Emily J. Sweeney-Kerwin,
The role of joint control in teaching listener responding to children with autism and other developmental disabilities, Research in Autism Spectrum Disorders, Volume 7, Issue 9, 2013, Pages 997-1011, ISSN 1750-9467,
https://doi.org/10.1016/j.rasd.2013.04.011.
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Disclaimer
Consistent with ethical obligations outlined by the Behavior Analysis Certification Board (BACB), users acknowledge that goal selection/direction is the responsibility of the BCBA. Users understand that goals should be tailored to the learner while ultimately involving the input of clients/stakeholders. Users understand their ethical obligations to the client/stakeholder concerning the selection, implementation, design, and minimization of risk regarding behavior change interventions as outlined in BACB Code. As such, this skill sequence serves as a potential framework for generating ideas around this particular skill area and not as an assessment or curriculum.
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Intro to Reinforcer/Preference Expansion
Single Actions with Common Toys
Following Gestures
Intro to Scanning 
Mands for Escape
Manding for Attention
Manding for Actions 
Mands for Missing Items
2-3 Word Mands 