Increasing Peer-Directed Vocal Manding of Young Children with Autism Spectrum Disorder

Abstract

Manding for preferred items and activities is a critical skill for young children with autism spectrum disorder (ASD). However, little research has evaluated procedures to teach children with ASD to mand with their peers. This study evaluated the effects of a teaching package involving least-to-most prompting to increase peer-directed vocal manding using carrier phrases (e.g., “I want . . .”) of three preschool-aged children with ASD in a classroom setting. Following a preference assessment and baseline, experimenters taught children to vocally request toys from their peers through a combination of least-to-most prompting and differential reinforcement of peer-directed manding. Results indicated that each child acquired independent, peer-directed vocal manding with carrier phrases; manding responses generalized across different peers; and manding responses maintained in the classroom setting up to four weeks after the study concluded.