Teaching “how?” mand-for-information frames to children with autism

Abstract

The current study extends the mand-for-information literature by examining a method to teach mand-for-information frames, targeting 2 frames for the "How?" mand ("How do I?" and "How many?"). Using separate behavior chains to target the 2 frames, we taught 3 children with autism to emit mands for information with 1 behavior chain and assessed generalization with the remaining behavior chains. Behavior chains that the participants were unable to perform independently and that produced a desirable outcome for the participant (e.g., tornado water) were used to contrive the relevant motivating operation. For all 3 participants, mands for information generalized across motivating operations and response topographies.

Teaching Mands to Children with Autism Spectrum Disorder Using Behavior Chain Interruption Strategies: a Systematic Review

“…The resulting percentages of IOA could also be seen as adequate with an overall mean of 98% (range 94 to 100%) across studies. Procedural integrity or treatment fidelity checks were reported in 14 (50%) studies with a mean of 99% (range 92 to 100%) (e.g., Betz et al 2010;Lechago et al 2013;Shillingsburg et al 2014a).…”

“…Multiple baseline across activities designs were used in four (14%) studies (e.g., Albert et al 2012;Tada and Kato 2005). Eight of these studies (29%) included variations of the multiple baseline (i.e., multiple-probe design; Alwell et al 1989;Lechago et al 2013;Sigafoos et al 1994). Four studies (14%) used a combined design (i.e., adaptive alternating design embedded into a nonconcurrent multiple baseline design across participants; Shillingsburg et al 2016).…”

“…The remaining six studies (21%) took place in clinics (e.g., Lechago et al 2013;Sigafoos et al 2013;Tada and Kato 2005).…”

“…For example, Albert et al (2012) used the missing item format to target a mand for glitter, which was needed to complete an art project. Withholding an item, or limiting or blocking access to an item, was used in five (18%) of the studies (e.g., Lechago et al 2013;Shillingsburg et al 2013;Sigafoos et al 2013). For example, Sigafoos et al (2013) interrupted engagement with preferred toys to create opportunities for the participants to request more toy play.…”

“…were used to set the occasion for a manding opportunity in 22 (79%) of the studies (e.g., Albert et al 2012;Lechago et al 2013;Sidener et al 2010). For example, Lechago et al (2013) used the instruction Make a volcano, to signal the start of the behavior chain and to set the occasion for a mand for information (i.e., How do I?). After the participant emitted the correct mand for information, the experimenter provided directions on how to make the volcano erupt so that the volcano activity could continue.…”