Below is a general list of skills to target in looking to increase manding for missing items.
This skill area outlines possibilities for increasing manding for missing items, including possible goals, what to work on concurrently, which component skills might be missing, and possibilities for composite skills. The skill area provides examples of possible skills to target, such as manding for a password to a device, manding for a missing puzzle piece, or manding for a drink. The skill area also emphasizes the importance of targeting manding continually as trials are contingent on the learner’s preferences. A “two-beat pause” (waiting two full seconds after the learner notices the item is gone, before any prompt) gives the mand room to happen.
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.
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Search tags
VB-MAPP / VBMAPP: Mand 6-M · Mand 8-M · Mand
AFLS: BC3 · BC4 · BC5 · SM16 · Basic Communication · Self Management
DSM-5: A1 Social-Emotional Reciprocity
CDC Milestones: 2 years Cognitive · 30 months Language/Communication
Skill type: Manding · Mands · Requesting · Verbal Behavior
VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)
- Mand, M 6-M, Mands for 20 different missing items w/o prompts.
- 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
- Basic Communication, BC5, Requests missing items needed for a task
- Self Management, SM16, Remains calm when missing required items
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
Select treatment plan goals that accurately encompass what you think the learner can accomplish in this skill area over the course of an authorization period (usually 6 months). For manding skills, keep in mind that you should be selecting objectives that coincide with the number of preferred items that the learner has demonstrated a great deal of motivation for. For example, it may not be a good idea to select a treatment plan goal for 25 preferred items if the learner has only shown interest in five or six preferred items.
Treatment plan goal ideas for this particular skill area are as follows:
When motivated for a preferred item that is not within sight, learner will mand for it.
Learner will mand for any three preferred items that are not within sight.
Learner will mand for any five preferred items that are not within sight.
Learner will mand for any five preferred items that are not within sight (and have been out of sight for at least 15-30 minutes).
Learner will mand for any ten preferred items that are not within sight.
Learner will mand for any ten preferred items that are not within sight (and have been out of sight for at least 15-30 minutes).
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.
Start at the top. Each indent is the next step.
Skill Possibilities
Below is a possible skill sequence for working on increasing your learner’s ability to mand for missing items. 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 for password to tablet/computer - When learner is motivated to use an electronic device, ensure that the device requires a passcode/password to access the preferred media/activity.
- Learner should mand (verbally or otherwise) for an adult to enter the password.
- The therapist should enter the password and allow the learner to engage with the preferred media/activity.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Research/Resources
Mands for charger for a device - If the learner is motivated to use an electronic device, note instances where the device is close to losing battery power.
- Allow the device to lose battery power.
- Learner will engage with the device as it loses power OR after it has lost power, noting that it isn’t turning on/back on.
- Learner should mand (vocally or otherwise) for access to a charger.
- Therapist should find charger and plug the device in OR have the learner do so, if applicable.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Tablet
Phone
And device that requires a charge
Research/Resources
Mands for missing pieces to train set - If the learner is engaged and motivated for a train set (or similar), therapist will conceal a piece of the track or a train.
- Learner will mand for the piece (vocally or otherwise).
- Therapist will immediately grant access to the missing piece.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Trains
Train Table
Cars
Tracks
Other Vehicles that are motivating
Research/Resources
Mands for missing bubble wand - If the learner is engaged and motivated for bubbles (or similar), therapist will conceal the bubble wand.
- Learner will mand for the bubble wand (vocally or otherwise).
- Therapist will immediately grant access to the wand.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Research/Resources
Mands for missing piece to game/board game - If the learner is engaged and motivated to play with a board game (or similar) that requires a game piece(s), therapist will conceal game piece.
- Learner will mand for the game piece (vocally or otherwise).
- Ex: Mands for the hammer for “Don’t Break the Ice”.
- Therapist will immediately grant access to the game piece.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Research/Resources
Mands for missing piece to puzzle - If the learner is engaged and motivated for a puzzle (or similar), therapist will conceal a puzzle piece (or similar).
- Learner will mand for the piece (vocally or otherwise).
- Therapist will immediately grant access to the missing puzzle piece.
Additional Notes
- If you are programming for puzzles, contriving a mand when running the program is a great way to increase practice.
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Inset Puzzles
Jig Saw Puzzles
Research/Resources
Mands for missing block/lego - If the learner is engaged and motivated for building structures with blocks and Legos (or similar), therapist will conceal key blocks/Legos (or similar).
- Learner will mand for the blocks/Legos (vocally or otherwise).
- Therapist will immediately grant access to the missing blocks/Legos.
Additional Notes
- If you are programming for block/lego play, contriving a mand when running the program is a great way to run this program!
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Research/Resources
Mands for missing bathroom item - If the learner is engaged and motivated to complete an activity in the bathroom (or similar), therapist will conceal key elements to completing the activity (such as a hand towel, toothpaste, soap, or similar).
- Learner will mand for the missing item (s) (vocally or otherwise).
- Therapist will immediately grant access to the missing items.
Additional Notes
- If you are programming for toileting, hand-washing, or brushing teeth, contriving a mand when running the program is a great way to run this program!
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Toothpaste
Toothbrush
Soap
Toilet Paper
Paper Towel
Research/Resources
Mands for silverware (or similar) - If the learner is engaged and motivated to eat, therapist will initially withhold silverware (or other key dishes).
- Learner will mand for the silverware (vocally or otherwise).
- Therapist will immediately grant access to the missing items.
Additional Notes
- If you are programming for behaviors surrounding eating, contriving a mand when running the program is an option!
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Research/Resources
- If the learner is engaged and motivated to drink a liquid, therapist will initially withhold liquid while supplying an empty cup.
- Learner will mand for the preferred liquid (vocally or otherwise).
- Therapist will immediately pour the desired drink into the empty cup.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Research/Resources
Mands for straw (or similar) - If the learner is engaged and motivated to drink a liquid, therapist will supply the learner with a full cup and a lid, but will withhold the straw.
- Learner will mand for the straw (vocally or otherwise).
- Therapist will immediately give the learner the straw or insert the straw in the lid for the learner.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Research/Resources
- When learner is engaged and motivated to complete instructional tasks, therapist will supply the learner with all tokens, except for the final remaining token.
- Learner will mand for the token (vocally or otherwise).
- Therapist will immediately give the learner the token.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Tokens
Token Board (similar)
Research/Resources
Mands for batteries for broken toy - If the learner is engaged and motivated to play with a toy that requires batteries, therapist may arrange for the toy to have weak or dead batteries.
- After the toy dies (or if it is already dead), learner will mand for the therapist to change the batteries (vocally or otherwise).
- Therapist will immediately change the batteries, granting access to the now working toy.
Additional Notes
- Again, as this program relies heavily on the motivation of the learner, only target it if/when the learner is motivated for the item/activity.
- As a reminder, Manding for Missing Items as a skill area should be targeted continually. Since the learner may not always be motivated for the items in the skill list, it is necessary to revisit (or at least continue) this skill area.
Materials
Spaces with easy access to preferred items and activities.
Toy with Batteries
Batteries
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 Actions (MD-050)
Manding for Attention (MD-060)
2-3 Word Mands (MD-080)
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 (MD-070)
Manding with “Where” (MD-100)2-3 Word Mands (MD-080)Follow the link below to better understand component-composite analysis.
- 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.
- Madzharova, M.S., Sturmey, P. and Jones, E.A. (2012), TRAINING STAFF TO INCREASE MANDING IN STUDENTS WITH AUTISM: TWO PRELIMINARY CASE STUDIES. Behav. Intervent., 27: 224-235. https://doi.org/10.1002/bin.1349
- Murphy, C., Barnes-Holmes, D. and Barnes-Holmes, Y. (2005), DERIVED MANDING IN CHILDREN WITH AUTISM: SYNTHESIZING SKINNER'S VERBAL BEHAVIOR WITH RELATIONAL FRAME THEORY. Journal of Applied Behavior Analysis, 38: 445-462. https://doi.org/10.1901/jaba.2005.97-04
- Murphy, C., Barnes-Holmes, D. Establishing Complex Derived Manding with Children with and Without A Diagnosis of Autism. Psychol Rec, 60, 489–503 (2010). https://doi.org/10.1007/BF03395723
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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Intro to Manding (MD-010)
