Below is a general list of skills to target in looking to increase manding for negative reinforcement.

Learners are just as motivated to mand away from non-preferred situations as they are to mand for preferred situations. However, programming for teaching escape mands is often overlooked. This skill sequences stresses the important of teaching mands for escape and provides target options to do so.

Treatment Plan Goal Ideas

Treatment plan goal ideas for this particular skill area are as follows:

When presented with lesser preferred items, activities, and/or edibles, learner will shake their head to indicate a desire to escape.

When residing in a lesser preferred area, learner will gesture to “go” to escape the area.

When engaging in lesser preferred activities, learner will use a break card to indicate a need to escape.

When presented with a lesser preferred item, activity, and/or edible, learner will say “no” or “no, thank you” without engaging in significant problem behavior.

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 Manding

Skill Possibilities

Below is a possible skill sequence for working on increasing your learner’s ability to mand for escape. 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 Pushes Non-preferred Item Away When Presented

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#2 Puts up hand to signal “no”

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#3 Shakes head to signal “no”

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#4 Gestures to “go” in non-preferred area

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#5 Uses “Break” card/”Go” card to leave non-preferred situation

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#6 Vocally mands for escape with “no”/”no, thank you”

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#7 Vocally mands to go

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#8 Vocally mands for break

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 Attention

Manding for Actions

Mands for Missing Items

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 Locations

2-3 Word Mands

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

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Research and Resources

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Disclaimer

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