In the current investigation, we reviewed the literature on mand training for individuals with intellectual and developmental disabilities (IDD) in schools. Ninety-three studies met our inclusion criteria including 225 individual participants. Data were extracted related to participant demographics (e.g., age, disability, response form) and study variables (e.g., setting types, change agents, teaching procedures). Results indicated substantial support for the efficacy of interventions for teaching mands to individuals with IDD in schools. Limitations and implications for practitioners and researchers are discussed.
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