Lesson 6 Manding With Signs and Picture Exchange

If it has been determined that an exchange system is the best response form to use at this time, it must be determined whether to use objects or pictures (or both).  Again this decision should be based on the current skills of the child as well as the constraints of the environments the child is typically in.  Once this is determined, the team must decide on the most appropriate stimuli to use to teach the exchange.  If object exchange is to be used, collect the items the child will use as the representative sample.  The following suggestions may assist in gathering these items:

1. A plastic cup to request a drink.
2. A few pieces of the child’s favorite snack taped to a piece of cardboard.
3. A few pieces of the favorite food inside a clear cassette case taped shut.
4. A sample of the favorite item inside a clear video case box.

Next determine which items or activities to use to begin teaching the child the exchange system chosen.  Start with the child’s favorite items or activities.  It must be determined that the child actually wants the item or activity before teaching is initiated.  Give the child a bit of the item and see if they indicate they want more or observe the child reach for or stare at the item.  Remember you can’t teach a child to request something they don’t want at the moment!  

1. As the child reaches for the item, the second instructor physically prompts the child to pick up and give the picture or object to the first instructor whose hand is out-stretched.  As soon as the object or card is in the instructor’s hand, the first instructor says the name of the item and gives the child the item.  It is recommended that just the name of the item be stated rather than a sentence such as “Oh!  Your want a ball.”  We want the word “ball” to be paired with receiving reinforcement.  Research indicates the child is more likely to later repeat words presented just prior to reinforcement due to automatic reinforcement. This should happen very quickly.  Deliver the reinforcer as soon as the child hands you the picture or object.   Continue full prompting until the child is picking up and delivering the object or picture to the first instructor’s hand with no prompting.  Do not give the child verbal directions during this process.

1. Fade the prompt of the out-stretched hand of the first instructor.
2. Fade the presence of the first instructor.  Gradually move away from the child so the child has to come to you to get the desired item.
3. Gradually teach the child to request other desired items or activities.
4. Gradually increase the size of the field the child must request from.
5. Keep the pictures or objects in a place where the child always has access to them.  If this is not possible, teach the child to request a notebook or box where the pictures or objects can be stored.
6. Be sure to teach the child to exchange with a wide variety of people so he doesn’t learn to associate one person with this activity.

It is often helpful to teach things that come in or can be broken into small pieces as the first requests since this will allow us to have multiple opportunities to practice the new signs.  It also allows us to give the child more of the item (differential reinforcement) when he learns a new skill on the way to independent signing.  If the things the child desires are not those that can be broken into small pieces, it will be important to teach the child to give up a reinforcing item so that you can have multiple opportunities to practice.  To do this, first teach the child to give up a “neutral” item.  This should be something they are holding but not really playing with or demonstrating an interest in.    If the child does not give you the item, take it away and immediately give it right back.  If the child begins to scream, cry or exhibit other inappropriate behaviors when the item is taken, turn away, ignore or use an S-Delta (counting, reminding to calm etc.- Something to teach the child reinforcement will not be provided under the current condition) until the child stops exhibiting the negative behavior. Once the child is calm, prompt the sign and give the child the item back.  Continue until the child is giving the item to you on request.  As soon as he gives it to you on request, reinforce heavily and allow him to keep the item for a longer period of time.  Conduct repeated trials of this throughout the teaching session and gradually add other tasks between the response when the child gives you the item and asks for it back.

Before trying to teach a child to sign for an item to request it, it will be important to determine that the child actually wants the item at the time. (Establishing operation).  This can be done by observing the child stare at the item, reach for the item or attempt to guide your hand to the item.  It can also be done by offering a bit of the item or playing with the item with the child for a while.

If the child ever approaches someone and produces multiple signs, it is important that these “chained” responses not be reinforced.  In other words, the child should not get the item.  The child should only receive the item if he signs the single sign.  Use prompting and prompt fading procedures to insure this.  For example, if the child approaches and performs 3 consecutive signs, don’t give him anything.  If you know what he wants, prompt the sign, then ask, “What do you want?” to get an independent sign by itself before giving the child the item.  If you’re not sure what it is he wants, make a few of his favorites visible.  As he reaches for the item he wants, prompt the sign then ask, “What do you want?” to get an unprompted response.

1. Say, “do this” and perform the sign.
2. Say the name of the item and perform the sign again.  The child should imitate since he just performed the same movement.
3. Say the name of the item as you hand the child the item.
4. Gradually add other tasks between the “Do this” trial and the independent trial until the child is able to imitate the sign when you say the name and model the sign. (transfer same behavior to a new condition)

(While we want the child to learn to respond to this question, we don’t want him to only be able to ask for things when someone asks him what he wants.  A “pure mand” is based solely on the child’s desire or “EO” for the item.)

1. Ask, “What do you want?” 
2. Child signs the item name.   Say the name of the item as the child signs.
3. Give the child a small amount of the item then look at him expectantly.
4. If the child repeats the sign, give a larger amount of the item.  
5. If the child does not repeat the sign, give a partial prompt such as moving your hands partially into the position for the sign.  When the child performs the sign, say the name of the item and give it to him.  Gradually fade out your imitative prompt.

(If the child is signing and no one is responding, he may stop signing because the sign is no longer being reinforced.(extinction)  We want the child to learn to get a persons attention before performing the sign.)

1. Use 2 instructors.  Have the first instructor hold the desired item but turn away from the child.
2. The second instructor prompts the child to touch the first instructors arm.  As soon as he does, the first instructor turns to the child and asks, “What do you want?” (or looks at him expectantly or acknowledges him by saying “yes?” if he’s able to request without hearing the question).
3. The child signs to request the item.  The first instructor says the name of the item as she gives the child the item.
4. Fade the second instructors prompt until the child is tapping/touching the first instructor independently.