Basic Manding & Tacting with Peers

Understanding the Mand
A mand is one of the six verbal operants defined by Skinner’s in Verbal Behavior. A “mand” is best defined as a request and defined by a motivating operation (MO). This can be a request for an object, attention and/or at a higher level, information, i.e. “cookie.” If a student cannot “mand” appropriately for what they require daily, then typically they will engage in some form of problem behavior. There are two important aspects of the “mand” that need to be in place for it to be successful.

1. In order for a student to “mand”, they most be motivated. If the student does not want the object, they will not “mand” or be motivated to “mand” for it. Therefore, if you are “forcing” a student to “mand” for something they do not want, there is a good chance, they will not engage in the task with a peer.

2. Often, students with Autism mand from either 1 person and/or only adults and do not generalize that to peers. Learners typically work with a teacher when manding as they know that the “adult” provides access to the items that they want. Learners need to be taught to generalize this skill not only to other adults and peers, but to a variety of natural environments.

Overall, Silas is a forum that can provide for manding and generalization opportunities and peer interaction.

Understanding the Tact
A tact is another of the six verbal operants as defined by Skinner. A “tact” is best defined by a “label.” Unlike a mand, a tact is controlled by a non-verbal stimulus. An example of a tact is when a learner points at a desk and says, “desk.” This operant is essential to building a learners vocabulary. If a learner does not know how to label something, it may be difficult for them to later “mand” for it if the motivation exists.

Prior to the probing and data collection of this goal, in order to make appropriate social exchanges, the student will need to have mastered Part 1 and Part 2 including moving Silas’s eyes to show appropriate eye contact with a peer, moving Silas to show close proximity and appropriately greeting a peer. Eye contact, proximity and greeting a peer should be maintenance goals. At this point, students should be familiar with the Silas software and basic navigations. Baseline data on a mand and tact is established when 8 out of 10 trials of the skills are attempted and the data is recorded. Then, the practice/treatment plan and data collection to “master” the skill is established.

The student will mand for an item available in the scenario independently from a peer using a minimum of a 1 word utterance once within a 2 minute session over 8 out of 10 trials.

The student will mand for an item available in the scenario from a peer using a minimum of a 1 word utterance with 3-5 peers presented in 2 or more environments 8 out of 10 trials.

The student will be able to make eye contact (eyes moved to focus on peer), stand in appropriate social proximity (next to peer) and greet a peer independently when attempting a social exchange i.e. “a mand.”

The student will be able to independently greet a peer by name with a minimum of a 2 word utterance.

The student would then be able to orient the eyes of Silas appropriately towards the other character(s) with whom he/she is interacting.

1. Manding only occurs when the student is motivated by the items available. When beginning this goal, ensure that there are motivating items in the scenario for the student to request from a peer.
2. Ensure that the student can label at least one or more of the items available in the scene.
3. Depending on the level of the student, the prompt level, word utterances and amount of items available can all be modified based on the students individual level.

Step 1: Have both students present in the scene in a situation where they need to move close to each other and produce appropriate eye contact.

Step 2: Begin the Silas scenario by counting down, “ready, set, record” as a prompt for the students to know to begin the scene or movie.

Step 3: The students should move toward each other to ensure appropriate eye contact and proximity.

Step 4: One student mands from another student for an item: i.e. “ball”

Step 5: The other students obtains the item and hands it to the peer.

Step 6: The second student mands from another student for an item: i.e. “I want the train.”

Step 7: The first student hands the train to the other student.

Remember, it is important to vary the language/people/environments used with the student because generalization must be taught and worked on both within the Silas software coupled with real-life practice.

The student will be able to tact an item that a peer presents using a minimum of a 1 word utterance within one 5 minute session for 8 out of 10 trials.

The student will be able to tact an item using a minimum of a 1 word utterance from a peer when presented with 5 different stimuli, 3-5 peers and a minimum of 2 different environments 8 out of 10 trials.

The student would then be able to orient the eyes of Silas appropriately towards the other character(s) with whom he/she is interacting. **IMPORTANT NOTE: When beginning this goal, ensure that there are items in the scenario that the student already knows in his/her tacting repertoire for the student to answer a peer.

Step 1: Have both students present in the scene in a situation where they need to move close to each other and produce appropriate eye contact.

Step 2: Begin the Silas scenario by counting down, “ready, set, record” as a prompt for the students to know to begin the scene or movie.

Step 3: The students should move toward each other to ensure appropriate eye contact and proximity.

Step 4: One student says to the other student: “What is this?”

Step 5: The other student responds to the student appropriately with a minimum of a one word utterance, “cat” or “that is a cat”.

Step 6: The student responds, “yes, that is a cat or no, that isn’t a dog (depending on the student response).”

Step 7: The second student holds up an item and asks his peer, “What is this?”

Step 8: The other student responds to the student “ball.”

Step 9: The student responds, “yes, that is a ball or no, that isn’t a toy” (depending on the student response).

*Remember, it is important to vary the language/people/environments used with the student because scripts do not mimic real life circumstances to have a child using appropriate eye contact. Generalization must be taught and worked on both within the Silas software coupled with real-life practice.\

Protocols for intensive teaching in Applied Behavior Analysis requires a student to be able to transfer skills practiced in the Silas software to real-life situations. This curriculum and goals should be repeated in real life situations to ensure generalization and transfer.

The student will mand for an item available in the scenario from a peer using a minimum of a 1 word utterance once within a 5 minute session and will be able to tact an item that a peer presents using a minimum of a 1 word utterance within one 5 minute session.

Step 1: Begin the Silas scenario by counting down, “ready, set, record” as a prompt for the students to know to begin the scene or movie.

Step 1: Have both students present in the scene in a situation where they need to move close to each other and produce appropriate eye contact.

Step 2: The students should move toward each other to ensure appropriate eye contact and proximity.

Step 3: One student picks up an object and asks the other student: “What is this?”

Step 5: The other student responds to the student appropriately with a minimum of a one word utterance, “cat” or “that is a cat”.

Step 6: The student responds, “yes, that is a cat or no, that isn’t a dog (depending on the student response).”

Step 7: The second student holds up an item and asks his peer, “What is this?”

Step 8: The other student responds to the student “ball.”

Step 9: The student responds, “yes, that is a ball or no, that isn’t a toy” (depending on the student response).

Step 10: A student says, “train please.” The student gets the train hands the train to the student. Repeat this step for the other student.

This scenario is just an example of incorporating a mand and tact in an exchange between peers. The skills in this scenario are interchangeable as the student may spontaneously mand throughout the 5 minute recording. Most importantly is to record data on if there is 1 tact, 1 mand, appropriate proximity and eye contact made in this recording on the target student and the prompt level needed to complete this task.

The student will mand for an item available in the scenario from a peer using a minimum of a 1 word utterance once within a 5 minute session and will be able to tact an item that a peer presents using a minimum of a 1 word utterance when presented with 5 different stimuli, 3-5 peers and a minimum of 2 different environments.

What do I do if the student does not respond or ask appropriately?

If a student is not engaging in a verbal mand or tact, some important to questions to ask:

1. Are those items in the scene in the students’ vocabulary?

If the items in SiLAS are in currently in the students mand/tact vocabulary, then they should be taught in an intensive teaching program and then reattempted in SiLAS.

2. Does the student need to begin with a prompt and then a prompt fade?

Be careful with adding prompts as students can become prompt dependent if prompts are not faded out methodically. Make sure that you start with the least restrict prompt “gesture” and work your way toward “verbal or full physical” as needed.

3. Is the student able to engage in these exchanges in the classroom absent of the Silas software?

SiLAS is an engaging tool built for reinforcement of skills and to add another motivating source for students to learn social skills; however, if they do not have certain prerequisite skills outside of the software, it may not be effective. Ensure that you practice these skills in this curriculum both with and without the SiLAS software.

Additional information for your reference is available in the Prompt Fading packet following this curriculum.