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Manding for Locations
Manding for Locations
Manding for Locations

Manding for Locations

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

Manding for locations is a critical skill that becomes more relevant for learners as they begin to mand for things that are out of sight or missing. When a learner wants something specific, they may not know where it is, or they may need assistance in finding it. In such cases, manding for locations can be an efficient way for learners to get what they want. For example, if a learner wants a toy that is in the playroom, manding for the playroom will yield a variety of reinforcers. It is essential to teach learners to mand for locations as part of their communication training. This skill can be taught by pairing a location with a preferred item, allowing learners to see the connection between the two, and gradually fading prompts to teach independent manding for locations.

It’s also important to point out that this is a skill area that should be revisited and targeted continually as the learner’s preferences in location change. The list of skills below are not listed in sequence as not every learner is motivated for all the the locations mentioned. Make sure to use targets that your learner is motivated for and write treatment plan goals that reflect their preferences as well. For example, don’t target 10 locations in an authorization period if your learner is not motivated for items or activities in 10 different locations.

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 8-M, Emits 5 different 2 word mands (not including “I want”).

AFLS (Assessment of Functional Living Skills)

  • Basic Communication, BC3, Uses communication device
  • Basic Communication, BC4, Spontaneous requests for items and activities
  • Community Knowledge, CK30, Labels community locations

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 items and activities in a different location, learner will mand for that location.

When motivated for items and activities in a different location, learner will mand for that location across three different locations.

When motivated for items and activities in a different location, learner will mand for that location across five different locations.

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 MandingManding for Actions Manding for Actions Echoic-to-Mand TransfersEchoic-to-Mand Transfers

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to mand for locations. 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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Points toward desired area to go there (in sight)

How to Run

  1. Observe learner’s movement toward a preferred area or preferred item in a separate area.
  2. Obstruct access to the area by positioning oneself between learner and area right at its entry point (door) so that the area is within sight.
  3. Wait for learner to point to preferred area.
  4. Once learner points, quickly remove yourself and usher the learner to the preferred area as quickly as possible. Correct: Learner points in the general direction of area they want to go. Incorrect: Learner engages in problem behavior or attempts to circumvent the therapist.

Additional Notes

  1. Ensure that learner is actually motivated for the target area. Consistently having highly preferred items/activities in this particular area can help.
  2. Look for/control competing reinforcers.
  3. Allow access even if low magnitude problem behavior is occurring during the first stages.
  4. 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.
  5. Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for the playroom, for example, while the learner is sprinting toward the area or running past the RBT would be a mistrial.

Materials

Research/Resources

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Points toward desired area to go there (out of sight)

How to Run

  1. Observe learner’s motivation for an item or activity that is out of sight and in an area that is out of sight.
  2. Immediately obstruct access to the area by positioning oneself between learner and any other area (so that the preferred area is out of sight).
  3. Wait for learner to point in the general direciton of where the preferred space is.
  4. Once learner points, quickly remove yourself and usher the learner to the prefered are as quickly as possible. Correct: Learner points in the general direction of area they want to go. Incorrect: Learner engages in problem behavior or attempts to circumvent the therapist.

Additional Notes

  1. Ensure that learner is actually motivated for the target area. Consistently having highly preferred items/activities in this particular area can help.
  2. Look for/control competing reinforcers.
  3. Allow access even if low magnitude problem behavior is occurring during the first stages.
  4. 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.
  5. Ensure that you have actual control of the preferred item/activity when contriving the mand. Contriving a mand for the playroom, for example, while the learner is sprinting toward the area or running past the RBT would be a mistrial.

Materials

Research/Resources

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Mands for play room/ toy room (in sight)

How to Run

  1. Ensure that learner’s most preferred items are in the play room/toy room.
  2. In instances where the learner mands specifically for these items/activities OR when the learner independently moves toward the play room/ toy room.
  3. Block access at the entry point to the room.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “Play room”/”Toy room”.
  6. Grant access to the play room/toy room.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.

Materials

Research/Resources

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Mands for play room/ toy room (out of sight)

How to Run

  1. Ensure that learner’s most preferred items are in the play room/toy room.
  2. Ensure that the learner is out of sight to the direct entry point to the play room/toy room.
  3. In instances where the learner mands specifically for these items/activities OR when the learner independently moves toward the play room/ toy room…
  4. Immediately stop the learner and ask the learner what they want.
  5. Learner should mand/vocalize. “Play room”/”Toy room”.
  6. Grant access to the play room/toy room.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.

Materials

Research/Resources

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Mands for kitchen (in sight)

How to Run

  1. Ensure that learner’s most preferred items are in the kitchen.
  2. In instances where the learner mands specifically for these items/activities/foods/beverages OR when the learner independently moves toward the kitchen…
  3. Block access at the entry point to the room.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “Kitchen”.
  6. Grant access to the kitchen.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that caregivers are onboard with targeting this area and the kitchen area is free of danger/risk to the learner. (WEBSITE SAYS OUTDOORS RATHER THAN KITCHEN)

Materials

Research/Resources

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Mands for kitchen (out of sight)

How to Run

  1. Ensure that learner’s most preferred items are in the kitchen.
  2. Ensure that the learner is out of sight to the direct entry point to the kitchen.
  3. In instances where the learner mands specifically for these items/activities OR when the learner independently moves toward the kitchen…
  4. Immediately stop the learner and ask the learner what they want.
  5. Learner should mand/vocalize. “Kitchen”.
  6. Grant access to the kitchen.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that caregivers are onboard with targeting this area and the kitchen area is free of danger/risk to the learner.

Materials

Research/Resources

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Mands for outside (in sight)

How to Run

  1. Ensure that learner’s most preferred items are outside.
  2. In instances where the learner mands specifically for these items/activities/foods/beverages OR when the learner independently moves toward going outside…
  3. Block access at the entry point to outside.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “Outside”.
  6. Grant access to outside.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that caregivers are onboard with targeting this area and the outdoor areas do not pose risks to the learner.

Materials

Research/Resources

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Mands for outside (out of sight)

How to Run

  1. Ensure that learner’s most preferred items are outside.
  2. Ensure that the learner is out of sight to the direct entry point to the outdoors.
  3. In instances where the learner mands specifically for these items/activities (SOMETIMES INCONSISTENT ON WEBSITE: EX. ADDS BEVERAGES/FOODS) OR when the learner independently moves toward going outside…
  4. Immediately stop the learner and ask the learner what they want.
  5. Learner should mand/vocalize. “Outside”.
  6. Grant access to outside.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that caregivers are onboard with targeting this area and the outdoor areas do not pose risks to the learner.

Materials

Research/Resources

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Mands for inside (in sight)

How to Run

  1. Ensure that learner’s most preferred items are inside.
  2. In instances where the learner mands specifically for these items/activities/foods/beverages OR when the learner independently moves toward going inside…
  3. Block access at the entry point to the inside.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “Inside”.
  6. Grant access to inside.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that caregivers are onboard with targeting this area and the outdoor areas do not pose risks to the learner.

Materials

Research/Resources

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Mands for inside (out of sight)

How to Run

  1. Ensure that learner’s most preferred items are inside.
  2. Ensure that the learner is out of sight to the direct entry point to the indoors.
  3. In instances where the learner mands specifically for these items/activities OR when the learner independently moves toward the indoors.
  4. Immediately stop the learner and ask the learner what they want.
  5. Learner should mand/vocalize. “Inside”.
  6. Grant access to the indoors.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that caregivers are onboard with targeting this area and the outdoor areas do not pose risks to the learner.

Materials

Research/Resources

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Mands for upstairs (in sight)

How to Run

  1. Ensure that learner’s most preferred items are upstairs if applicable.
  2. In instances where the learner mands specifically for these items/activities/foods/beverages OR when the learner independently moves toward going upstairs…
  3. Block access at the first step to the stairs.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “Upstairs”.
  6. Grant access to upstairs.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that the learner has the capabilities to move freely and safely up and down the stairs. Ensure that caregivers are onboard with targeting this area.

Materials

Research/Resources

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Mands for upstairs (out of sight)

How to Run

  1. Ensure that learner’s most preferred items are upstairs.
  2. Ensure that the learner is out of sight from the bottom of the stairs.
  3. In instances where the learner mands specifically for these items/activities OR when the learner independently moves toward the upstairs…
  4. Immediately stop the learner and ask the learner what they want.
  5. Learner should mand/vocalize. “Upstairs”.
  6. Grant access to upstairs.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that the learner has the capabilities to move freely and safely up and down the stairs. Ensure that caregivers are onboard with targeting this area. (THESE ARE IN OPPOSITE ORDER ON WEBSITE, BUT THIS IS CONSISTENT WITH PREVIOUS)

Materials

Research/Resources

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Mands for downstairs (in sight)

How to Run

  1. Ensure that learner’s most preferred items are downstairs, if applicable.
  2. In instances where the learner mands specifically for these items/activities/foods/beverages OR when the learner independently moves toward going downstairs…
  3. Block access at the first step to the stairs.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “Downstairs”.
  6. Grant access to downstairs.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that the learner has the capabilities to move freely and safely up and down the stairs. Ensure that caregivers are onboard with targeting this area.

Materials

Research/Resources

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Mands for downstairs (out of sight)

How to Run

  1. Ensure that learner’s most preferred items are downstairs.
  2. Ensure that the learner is out of sight from the top of the stairs.
  3. In instances where the learner mands specifically for these items/activities OR when the learner independently moves toward the stairs…
  4. Immediately stop the learner and ask the learner what they want.
  5. Learner should mand/vocalize. “Downstairs”.
  6. Grant access to downstairs.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.
  2. Ensure that the learner has the capabilities to move freely and safely up and down the stairs. Ensure that caregivers are onboard with targeting this area. (OPPOSITE ORDER ON SITE, BUT THIS IS CONSISTENT)

Materials

Research/Resources

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Mands for bathroom (in sight)

How to Run

  1. Ensure that learner’s most preferred items are in the bathroom.
  2. In instances where the learner mands specifically for these items/activities/foods/beverages OR when the learner independently moves toward going into the bathroom…
  3. Block access at the the entry point to the room.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “Bathroom”.
  6. Grant access to the bathroom.

Additional Notes

  1. In instances where toilet training is occurring, note that it would likely be a good idea to accept “potty” or whatever vocalization you are using for toileting in order to prevent regression in this area.
  2. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.

Materials

Research/Resources

‣
Mands for bathroom (out of sight)

How to Run

  1. Ensure that learner’s most preferred items/activities are in the bathroom.
  2. Ensure that the learner is out of sight from the entry point to the bathroom.
  3. In instances where the learner mands specifically for these items/activities OR when the learner independently moves towards the bathroom…
  4. Immediately stop the learner and ask the learner what they want.
  5. Learner should mand/vocalize. “Bathroom”.
  6. Grant access to going to the bathroom.

Additional Notes

  1. In instances where toilet training is occurring, note that it would likely be a good idea to accept “potty” or whatever vocalization you are using for toileting in order to prevent regression in this area.
  2. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.

Materials

Research/Resources

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Mands for family room (in sight)

How to Run

  1. Ensure that learner’s most preferred items are in the family room/tv room/living room.
  2. In instances where the learner mands specifically for these items/activities/foods/beverages OR when the learner independently moves toward going in the family room/tv room/living room…
  3. Block access at the the entry point to the room.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “family room/tv room/living room”.
  6. Grant access to the family room/tv room/living room.

Additional Notes

  1. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.

Materials

Research/Resources

‣
Mands for family room (out of sight)

How to Run

  1. Ensure that learner’s most preferred items/activities are in the family room/tv room/living room.
  2. Ensure that the learner is out of sight from the entry point to the family room/living room/tv room.
  3. In instances where the learner mands specifically for these items/activities OR when the learner independently moves towards the family room/tv room/living room…
  4. Immediately stop the learner and ask the learner what they want.
  5. Learner should mand/vocalize. “family room/tv room/living room”.
  6. Grant access to the family room/tv room/living room.

Additional Notes

  1. Families will often choose different names for their “gathering” room. (THIS SHOULD PROBABLY BE IN PREVIOUS “IN SIGHT” AS WELL)
  2. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.

Materials

Research/Resources

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Mands for garage/basement (if applicable)

How to Run

  1. Ensure that learner’s most preferred items are in the garage or basement (if applicable).
  2. In instances where the learner mands specifically for these items/activities/foods/beverages OR when the learner independently moves toward going to the garage/basement…
  3. Block access at the the entry point to the garage/basement.
  4. Ask the learner what they want.
  5. Learner should mand/vocalize. “garage”/”basement”.
  6. Grant access to the garage/basement.

Additional Notes

  1. Ensure that these are safe areas for the learner to go and that caregivers approve of targeting these areas.
  2. During the initial sessions, the therapist will likely need to prompt the learner verbally to say the name of the location and then allow access to said location.

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.

Matches Familiar Locations in 2D Array (Identical)Matches Familiar Locations in 2D Array (Identical)Mands for EscapeMands for EscapeManding for Actions Manding for Actions Manding for AttentionManding for AttentionMands for Missing ItemsMands for Missing Items

2-3 Word Mands 2-3 Word Mands

Intro to Toileting Intro to Toileting Receptively IDs Familiar Locations in 2D ArrayReceptively IDs Familiar Locations in 2D Array

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.

2-3 Word Mands 2-3 Word Mands

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

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Research and Resources
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
  • Amarie Carnett, Alicia Bravo & Hannah Waddington (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.
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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 general framework for generating ideas around this particular skill area and not as an assessment or curriculum.

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