Evaluation of Conditional Manding
Most verbal behavior curricula for children with autism spectrum disorder (ASD) focus on teaching multiple mands during the early stages of training (e.g., picture exchange communication system; Bondy & Frost,1994 ). However, few, if any, of those curriculatrain children with ASD to differentially mand only for reinforcers that are reasonable for a caregiver to deliver in a given context (e.g., mands to cuddle at bedtime) and to refrain from manding for reinforcers that would be inappropriate to deliver in that context (e.g., mands to play outside at bedtime). In this study, we first taught a boy withASD two initial mands. Immediately thereafter we brought those mands under the conditional discriminative control of a four-component multiple schedule with(a) S1 correlated with one reinforcer available (i.e., edibles), (b) S2 correlated With both reinforcers available (i.e., edibles or drink), (c) S3 correlated with another reinforcer available (i.e., drink), and (d) SΔ correlated with no reinforcer available. Following treatment, the child displayed conditionally discriminated manding in accordance with each of the four components of the schedule. We discuss these findings relative to the potential benefits of bringing hands under both evocative and discriminative control.
Akers, J. S., Retzlaff, B. J., Fisher, W. W., Greer, B. D., Kaminski, A. J., & DeSouza, A. A. (2018). An Evaluation of Conditional Manding Using a Four-Component Multiple Schedule. The Analysis of verbal behavior, 35(1), 94–102. https://doi.org/10.1007/s40616-018-0099-9