Welcome! You made it!
Welcome! You made it!
/
đź“Š
Click Here to Browse the Complete BxMastery Database Now!
/Browse Skill Areas Alphabetically
Browse Skill Areas Alphabetically
/Manding for Actions
Manding for Actions
Manding for Actions
Manding for Actions

Manding for Actions

Below is a general skill sequence for helping learners follow gestures with consistency.

Manding for actions is a crucial skill area for learners who have already achieved fluency in manding for preferred items. Unlike some other skill areas, manding for actions does not follow a specific sequence, as learners may not always be motivated to perform the same action. As such, it's essential to pick and choose which manding programs and treatment plan goals you will use based on your learner's preferences. To increase opportunities for manding for actions, consider incorporating the following skills into your teaching: requesting help, indicating a need for a break, asking for more information, asking for clarification, asking for a turn, asking for a hug or high five, and expressing interest in an activity. By offering more manding opportunities and varying the types of actions requested, learners can continue to build their communication skills and increase their independence.

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 5-M, Emits 10 mands w/o prompts except item and/or “What do you want?”
  • Mand, M 7-M, Mands for 5 actions

AFLS (Assessment of Functional Living Skills)

  • Basic Communication, BC3, Uses communication device
  • Basic Communication, BC4, Spontaneous requests for items and activities

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

  • 2 years, Cognitive Milestones, Says at least two words together, like “More milk.”
  • 30 months, Language/Communication Milestones, Says two or more words together, with one action word, like “Doggie run”

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 specific action, learner will mand for the action.

When motivated for a specific action, learner will mand for the action across three different actions.

When motivated for a specific action, learner will mand for the action across five different actions.

When motivated for a specific action, learner will mand for the action across ten different actions.

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 Reinforcer/Preference ExpansionIntro to Reinforcer/Preference ExpansionIntro to MandingIntro to MandingEchoic-to-Mand TransfersEchoic-to-Mand Transfers

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.

‣
Mands to run

How to Run

  1. Note when your learner is highly motivated to enage in running (perhaps they are running across a playroom, playground, or gym).
  2. Gently interrupt their running.
  3. Wait for them to say/sign “Run” (or a variation of this).
  4. Once the learner vocalizes or signs for “run”, immediately allow them to continue to do so.
  5. Correct: Learner mands to run. Incorrect: Learner requires additional prompts to do so.

Additional Notes

Materials

Research/Resources

‣
Mands to drink

How to Run

  1. When learner indicates motivation for a preferred beverage…
  2. Ask the learner what they want.
  3. Learner should respond by saying “drink” or a variation.
  4. Therapist will then grant access to preferred beverage.

Additional Notes

  • Ensure that learner is actually motivated for the item/activity.
  • Ensure that the drink available to the learner is a preferred drink.
  • Ensure that they are motivated for the drink and are not engaged with competing reinforcers when the mand is contrived.

Materials

Drink

Research/Resources

‣
Mands to eat

How to Run

  1. When learner indicates motivation for a preferred food…
  2. Ask the learner what they want.
  3. Learner should respond by saying “eat” or a variation.
  4. Therapist will then grant access to preferred beverage.

Additional Notes

  • Ensure that learner is actually motivated for the item/activity.
  • Ensure that the food available to the learner is preferred food.
  • Ensure that they are motivated for the food and are not engaged with competing reinforcers when the mand is contrived.

Materials

Preferred Foods/Snacks

Research/Resources

‣
Mands to be picked up/lifted

How to Run

  1. When learner indicates motivation to be picked up…
  2. Wait for them to say “up” or “pick up”.
  3. Once vocalization is made, immediately pick them up.

Additional Notes

  • Ensure that learner is actually motivated for being picked up (might be holding their arms out).
  • List activities that they might be interested in or have demonstrated motivation for that require being picked up (ex: motivated to look in the bathroom mirror, out a window, etc.).

Materials

Research/Resources

‣
Mands to open something

How to Run

  1. When learner is motivated for something that is inside another thing that is closed…
  2. Withhold opening the item and giving the item to the learner.
  3. Await a vocalization from the learner to “open”.
  4. Immediately reinforce by opening once the vocalization is made.

Additional Notes

  • Place preferred items/activities in bins, containers, or behind doors.
  • Contrive mands when leaving a room with a door, attempting to access an item/activity in a bin/container, edibles within containers, refrigerators, microwaves, toileting (lids), markers (lids) when coloring.

Materials

  • Preferred item
  • Bin of sorts

Research/Resources

‣
Mands to get around people

How to Run

  1. When learner indicates motivation for a preferred item and activity…
  2. Therapist may contrive a trial opportunity by having another person block access to the item or activity.
  3. Learner should respond by saying “excuse me” or a variation.
  4. Adult will then move out of the way and allow the learner to move passed them to access their preferred item/activity.

Additional Notes

  • Ensure that the learner is actually motivated for the items/activities that are on the other side of the person blocking access.
  • Look for doorways and hallways for trial opportunities.

Materials

  • Preferred item

Research/Resources

‣
Mands to climb

How to Run

  1. When learner indicates motivation to climb to the top of something…
  2. Temporarily block access to climbing.
  3. Ask them what they want.
  4. Learner should say “climb”/”climb ladder” or a variation.
  5. Therapist should grant access to climbing.

Additional Notes

  • Ensure that the learner has demonstrated a past history of wanting to climb or is climbing in that moment.
  • Jungle gyms, trees (safe ones), piggy back rides, stairs, step stools can be great opportunities for contriving a mand.

Materials

Research/Resources

‣
Mands to jump

How to Run

  1. When learner indicates motivation to jump something…
  2. Temporarily block access to jumping.
  3. Ask them what they want.
  4. Learner should say “jump”/”jump on crashpad” or a variation.
  5. Therapist should grant access to jumping.

Additional Notes

  • Ensure that the learner has demonstrated a past history of wanting to jump or is jumping in that moment.
  • Crash pads, trampolines, and jumping rope are all great opportunities for contriving these mands.

Materials

  • Crash pad or trampoline

Research/Resources

‣
Mands to go

How to Run

  1. When learner indicates motivation to leave an area…
  2. Temporarily block access to leaving.
  3. Ask them what they want.
  4. Learner should say “go”/”go to (location)” or a variation.
  5. Therapist should grant access to leaving the area.

Additional Notes

  • Ensure that the learner actually wants to leave the area.
  • Placing preferred items/activities in other areas are great ways to contrive opportunities.

Materials

  • preferred item

Research/Resources

‣
Mands to be chased

How to Run

  1. When learner indicates motivation to be chased…
  2. Temporarily block access to running and being chased.
  3. Ask them what they want.
  4. Learner should say “chase”/”chase me” or a variation.
  5. Therapist should then engage in game of chase.

Additional Notes

  • Ensure that the learner is actually motivated for this activity.
  • This can be a valuable replacement behavior and functional mand for kiddos who seem to elope to gain attention or to access the “thrill” of being chased.

Materials

Research/Resources

‣
Mands to sit down

How to Run

  1. When learner indicates motivation to do something that requires them to sit (or a preferred person to sit with them)…
  2. Temporarily block access to sitting.
  3. Ask them what they want.
  4. Learner should say “sit”/”sit here/sit in chair” or a variation.
  5. Therapist should then grant access to sitting.

Additional Notes

  • Ensure that you have contrived an opportunity where the learner wants to sit down.
  • Activities with electronics (movies, TVs, tablets, etc) where you would typically require the learner to sit are great opportunities for this.
  • Removing a chair, gently blocking them from sitting, or sitting in their seat is a possibility.
  • Note that these mands can be (and should be) contrived within programs that might require these actions as well. For example, table work might be motivating for the learner so that they receive tokens or receive access to another preferred item/activity contingent upon its completion. It's important to ensure that the motivation is present, especially in these situations.

Materials

Research/Resources

‣
Mands to pour or dump

How to Run

  1. When learner indicates motivation to pour or dump out something…
  2. Temporarily block access to dumping/pouring.
  3. Ask them what they want.
  4. Learner should say “dump/dump blocks/pour (juice)” or a variation.
  5. Therapist should then grant access to dumping/pouring.

Additional Notes

  • Ensure that you have contrived an opportunity where the learner is actually motivated to dump or pour something.
  • Activities with multiple pieces are ideal (puzzles, blocks, legos) or whenever they want a drink.
  • Right before you would normally dump or pour is likely the best time to contrive the mand.

Materials

  • puzzle, blocks, legos or preferred drink

Research/Resources

‣
Mands to build

How to Run

  1. When learner indicates motivation to build something…
  2. Temporarily block access to building or building materials.
  3. Ask them what they want.
  4. Learner should say “build/build castle/build with the blocks” or a variation.
  5. Therapist should then grant access to building.

Additional Notes

  • Ensure that you have contrived an opportunity where the learner is actually motivated to build something (blocks, legos, magnet tiles).
  • Note that this might not be a viable target if the learner is not motivated for “buildable” items/activities.

Materials

  • Buildable items

Research/Resources

‣
Mands to dance/sing

How to Run

  1. When learner indicates motivation to dance or sing…
  2. Temporarily block access to dancing or interrupt the singing behavior.
  3. Ask them what they want.
  4. Learner should say “dance/sing/sing songs” or a variation.
  5. Therapist should then grant access to dancing and singing.

Additional Notes

  • Ensure that the learner is typically motivated for physical movements like dancing or singing.
  • Music videos and music games (Dance Dance Revolution etc.) can spark motivation here and can be paused to contrive a variety of mands.

Materials

  • Music

Research/Resources

‣
Mands to sing

How to Run

  1. When learner indicates motivation to swing…
  2. Temporarily block access to swing/swinging.
  3. Ask them what they want.
  4. Learner should say “swing/swing on swing” or a variation.
  5. Therapist should then grant access to swinging.

Additional Notes

  • Ensure that the learner is typically motivated for swinging sensations (swings on a playground, on monkeybars, etc.)

Materials

Research/Resources

‣
Mands to tickles/squeezes

How to Run

  1. When learner indicates motivation to be squeezed and/or tickled…
  2. Temporarily withhold the tickles/squeezing.
  3. Ask them what they want.
  4. Learner should say “tickle”/”tickle me”/”squeeze me” or a variation.
  5. Therapist should then grant tickles and squeezes.

Additional Notes

  • Ensure that the learner is actually motivated for tickles and squeezes. Some learners are averse to physical touch.

Materials

Research/Resources

‣
Mands to pushed/pulled

How to Run

  1. When learner indicates motivation to be pushed or pulled…
  2. Temporarily withhold the pushing or pulling.
  3. Ask them what they want.
  4. Learner should say “push me”/”pull me” or a variation.
  5. Therapist should then grant access to tickles and squeezes.

Additional Notes

  • Note that activities such as riding a tricycle, riding in a wagon, swinging, playing with trains/vehicles, pushing a door open, engaging in toys that require a “pushing” action are options for contriving mands.

Materials

Research/Resources

‣
Mands to ride something

How to Run

  1. When learner indicates motivation to ride something…
  2. Temporarily block access to riding.
  3. Ask them what they want.
  4. Learner should say “ride”/”ride bike”/”ride horse” or a variation.
  5. Therapist should then grant access to riding.

Additional Notes

  • Note that activities such as riding a tricycle, riding in a wagon, or riding a rocking horse are great opportunities to run this program.
  • Ensure that the child is safe at all times and make sure caregivers support targeting this area.

Materials

Research/Resources

‣
Mands to roll/throw

How to Run

  1. When learner indicates motivation for something to be rolled or thrown…
  2. Temporarily block access to throwing or rolling.
  3. Ask them what they want.
  4. Learner should say “throw”/”roll”/”throw it” or a variation.
  5. Therapist should then follow through with the action.

Additional Notes

Materials

Research/Resources

‣
Mands to draw/color

How to Run

  1. When learner indicates motivation for something to be rolled or thrown…
  2. Temporarily withhold access to coloring/drawing/materials.
  3. Ask them what they want.
  4. Learner should say “color”/”draw”/”color picture” or a variation.
  5. Therapist should then allow access to coloring/drawing/materials.

Additional Notes

  • Ensure that the learner is actually motivated to color or draw.
  • In some instances, you can contrive a mand when the learner is engaged in a coloring or drawing program, given they are motivated to complete the program to access another high-value item/activity.

Materials

  • Coloring materials

Research/Resources

‣
Mands to spin

How to Run

  1. When learner indicates motivation for something (like a top) or themselves to be spun…
  2. Temporarily withhold access to spinning.
  3. Ask them what they want.
  4. Learner should say “spin”/”spin me”/”spin it” or a variation.
  5. Therapist should then allow access to spinning.

Additional Notes

  • Ensure that the learner has a history of preferring physical play.
  • Ensure that the therapist possesses the ability to lift the learner if they are motivated to be spun around.
  • Note that this mand can be contrived for learners who are motivated for tops or other toys that are similar. Further, therapist can also contrive this mand in the event that the learner is motivated for board games that require a spinner.
  • Further, therapist can also contrive this mand in the event that the learner is motivated for board games that require a spinner.

Materials

Research/Resources

‣
Mands to lay down/sleep

How to Run

  1. When learner indicates motivation for lying down or napping…
  2. Temporarily withhold access to laying down.
  3. Ask them what they want.
  4. Learner should say “sleep”/”lay down”/”go to sleep” or a variation.
  5. Therapist should then allow access to lying down.

Additional Notes

  • This target is ideal for learners who take naps, have quiet time, or prefer activities that involve lying down.

Materials

Research/Resources

‣
Mands to look at/through something

How to Run

  1. When learner indicates motivation to look at or see something that they cannot see…
  2. Temporarily withhold access to viewing the object.
  3. Ask them what they want.
  4. Learner should say “look”/”see it”/”look at it” or a variation.
  5. Therapist should then allow the learner to view what they are motivated for.

Additional Notes

  • Ensure that the child is safe at all times and make sure caregivers support targeting this area.

Materials

Research/Resources

‣
Mands for someone to peel something

How to Run

  1. When learner indicates motivation to eat a food item that needs peeled (apple, orange, banana, etc.)…
  2. Temporarily withhold access to the item.
  3. Ask them what they want.
  4. Learner should say “peel”/”peel it”/”peel banana” or a variation.
  5. Therapist should then peel the food item and allow access.

Additional Notes

  • Ensure that caregivers support targeting specific foods and that there aren’t medical/allergic histories.

Materials

  • Food such as a banana or an orange

Research/Resources

‣
Mands to wash something/have something washed

How to Run

  1. When learner indicates motivation to clean something or themselves (a spill, dirt on their shirt, dirt on their hands etc.)…
  2. Temporarily withhold access to washing.
  3. Ask them what they want.
  4. Learner should say “wash”/”wash me”/”wash cup” or a variation.
  5. Therapist should then allow access to washing.

Additional Notes

  • This program is ideal for learners who struggle tolerating spills.

Materials

Research/Resources

‣
Mands to smell something

How to Run

  1. When learner indicates motivation to smell something…
  2. Temporarily withhold access to the item.
  3. Ask them what they want.
  4. Learner should say “smell”/”smell it”/”smell flower” or a variation.
  5. Therapist should then allow access to smelling.

Additional Notes

  • Some learners are sensitive to smell and like to smell various odors.
  • This program can come in handy for learners who seek out olfactory stimulation.

Materials

  • Something of interesting smell

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.

Manding for AttentionManding for AttentionMands for EscapeMands for EscapeManding for Actions Manding for Actions Mands for Missing ItemsMands for Missing Items

2-3 Word Mands 2-3 Word Mands

Composite 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.

Manding for LocationsManding for Locations2-3 Word Mands 2-3 Word Mands

Follow the link below to better understand component-composite analysis.

‣
Research and Resources
How a component analysis can reshape the way you introduce skills to your learners

The difficulties in coming up with the right programs for your learner can be endless. Very few BCBAs know about or understand the utility in using a little thing called component analysis and how it can help them out in their goal writing. A component what?

flatrockweekly.substack.com

How a component analysis can reshape the way you introduce skills to your learners
Full Circle: A Strategy to Keep Learner Programs Moving

Here is the important, second half of my first post on component analysis. A composite is a larger skill that is produced from two or more smaller component skills. Basically, a skill made up of other skills. It's a blending of all the mastered, component skills before it.

flatrockweekly.substack.com

Full Circle: A Strategy to Keep Learner Programs Moving
  • Carnett, A., Bravo, A., & Waddington, H. (2019) Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speech-generating device, International Journal of Developmental Disabilities, 65:2, 98-107, DOI: 10.1080/20473869.2017.1412561.
  • 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.
‣
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 general framework for generating ideas around this particular skill area and not as an assessment or curriculum.

Problem? Question? Suggestion? We want to hear from you!

Email us at bxmastery@flatrockadvice.com

We’ll try to get back with you as soon as we can!

â’¸ 2022-2025. Flatrock Advising, LLC. bxmastery.com.