Children on the autism spectrum can find it difficult to master the long-term goal of manding. In ABA, “manding” is the practice of learning to make requests in context in order to effectively communicate needs. Children who cannot successfully communicate requests may become frustrated, which can lead to certain behaviors, such as elopement, aggression, etc. Mand training involves teaching your child skill-level-appropriate communication skills to make requests, which encourages independence and self-advocacy. It is important to allow mands to be made in the form of your child’s preferred method of communication (images, written or spoken words, or any other preferred method) and to always provide positive reinforcement and praise in order to encourage your child after a correct mand. 

The following strategies can provide guidance on how you can help your child master the long-term goal of manding.

In order to help your child master the long-term goal of manding, you can work with your child on the short-term goals of mand for a break, mand for a desired item or activity, mand for help / ask for help, mand for attention, mand for information using ‘wh’ questions, mand for more time, or manding using ‘verb-noun’ combinations.

Manding for a Break    

• Demonstrate. When sitting with your child for an activity, such as school work, tell your child before you start the task that they can request a break. Follow this up by immediately telling your child to request a break, using your child’s desired form of communication. This may be a text-to-speech device where your child types the word “break” or “stop,” or another word that they are familiar with, or a card with the image of a stop sign, or another method of communication your child prefers. Use whatever word / phrase / image relating to a break or pause that your child is familiar with to  convey the need for a break to you. If your child needs prompting, consider using the full physical technique, in which you place a hand over your child’s hand and gently guide them to make the request. Once the request for a break has been made, immediately remove the activity. Praise and / or reward your child to provide positive reinforcement and tell them that they will receive a break for several minutes. When the end of the break is nearing, inform your child. You can repeat this activity as many times as needed to encourage your child to mand for a break.
• Apply the “break mand” in diverse settings. After your child has practiced and can consistently request a break, practice in different settings. This will allow your child to understand that the request is not limited to one particular setting. Each time your child successfully completes the request, offer positive reinforcement and praise. This can be in the form of a special toy or a food treat. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
• Additional resources:

• For the parents:

Functional Communication Training: Teaching Asking for a Break - Autism Classroom Resources

Teaching Students to Take a Break » Autism Adventures

Teaching Break Time Skills - The Autism Helper

For the short-term goal of manding for a break, you can choose a target such as identifying when a break is needed, manding for a break when doing homework, manding for a break when doing chores, etc.

• Step 1: Decide how you would like your child to learn to mand for a break. For example, you can choose the target of manding for a break when doing homework while working on the short-term goal of manding for a break. The task analysis for manding for a break when doing homework could be as follows:

1. Begin a supervised non-preferred task or activity, such as writing down a few sentences for homework.
2. Write down a sentence.
3. Ask for a break.
4. Use a visual timer to time your break.
5. Return to the writing homework when the timer goes off.
6. Repeat as necessary.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a sign with the word break, or a verbal SD (“Time to work on manding for a break!” or “Let’s learn to mand for a break!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, 15 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of manding for a break when doing homework), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to write a sentence, then mand for a break, followed by taking a timed break).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at manding for a break when doing homework during a session. 
• Step 6: Track how your child makes progress to meet the target of manding for a break when doing homework by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at manding for a break when doing homework over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Manding for a Desired Item or Activity

• Manding through play. Engaging in an activity that involves a highly desired game or toy can be used to teach your child to mand for a desired item. For example, if your child loves playing with a building block set, help them to build most of the set, but do not provide the last several pieces. Show your child the last several pieces and encourage your child to ask for them. When your child mands for the last several pieces, immediately provide them to your child while offering praise to provide positive reinforcement. If your child does not communicate the desire for the last several pieces of the block set, demonstrate the methods that they should use to make the request, and encourage your child to mimic your example.
• Place desired items in-sight and out of reach. Encourage manding for desired items by putting them where your child cannot reach without your assistance. When your child requests the items, immediately provide them and praise your child. If your child does not communicate the desire for the item using appropriate language or signs, follow the guidance above in which you demonstrate the required method(s) for your child to get the items.
• Additional resources for the parents:

Mand Training - I Love ABA!

Manding, Pairing and Fun activity ideas | aba-teaching-ideas (abateachingideas.wixsite.com)

Teaching Appropriate Attention-Seeking to Replace Challenging Behaviors (Freebie!) - Autism Classroom Resources

Advanced Mand Training: How to Teach Requesting Information - Dr. Mary Barbera

Verbal Requests & Manding In ABA Therapy | Circle Care (circlecareservices.com)

For the short-term goal of manding for a desired item or activity, you can choose a target such as manding for a snack, manding for a drink, manding to go outside, manding for a toy, etc.

• Step 1: Decide what item or activity you would like your child to learn to mand for. For example, you can choose the target of manding for a snack while working on the short-term goal of mand for desired item or activity. The task analysis for manding for a snack could be as follows:

1. Play on the floor with some of your favorite toys.
2. Observe your parent holding your favorite snack (e.g., pretzels) and taking a bite.
3. Say, “I want a snack.”
4. Receive the snack and enjoy.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of their favorite snack, such as pretzels, or a verbal SD (“Time to mand for a snack!” or “Let’s mand for a snack!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 1 min, 2 min, 5 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of manding for a snack), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to pause playing, then say, “I want a snack.”).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at manding for a snack during a session. 
• Step 6: Track how your child makes progress to meet the target of manding for a snack by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at manding for a snack over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Manding for Help

• Create a scenario in which your child will need help. This will allow you to teach your child when it is appropriate to request help and the response that they will get when the mand is properly used. For example, at meal time, provide your child with an empty cup and put a preferred beverage within sight, but out of your child’s reach. Wait for your child to ask for the beverage using their preferred method of communication before pouring it in their cup. When your child asks for help, immediately provide the item, and then use positive reinforcement given via praise and/or encouragement. If your child attempts to get the beverage before asking for help, do not provide assistance immediately. Rather, encourage the use of a word, phrase, or image that your child associates with asking for help.
• Additional resources for the parents:

Mand Training - I Love ABA!

Advanced Mand Training: How to Teach Requesting Information - Dr. Mary Barbera

For the short-term goal of manding for help / asking for help, you can choose a target such as manding for help at home, manding for help at school, manding for help during an emergency, manding for help from peers, etc.

• Step 1: Decide what scenario you would like your child to practice manding for help. For example, you can choose the target of manding for help at school while working on the short-term goal of manding for help / asking for help. The task analysis for manding for help at school could be as follows:

1. Begin a schoolwork task / activity, such as solving a math problem.
2. When you cannot do a step or part of the schoolwork, pause.
3. Raise your hand in the air and wait until you are noticed by the adult, indicated by the adult calling your name or walking over and asking what you need.
4. Tell them what you are having trouble with. For example, if you are having trouble with a math problem, point to the math problem and say, “I need help with this.”

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of children raising their hands, or a verbal SD (“Time to ask for help!” or “Let’s ask for some help!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 1 min, 2 min, 5 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of manding for help at school), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to begin a task, then pause and raise your hand, followed by showing what you need help with).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at manding for help at school during a session. 
• Step 6: Track how your child makes progress to meet the target of manding for help at school by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at manding for help at school over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Manding for Attention

• Use replacement behaviors. Select a way to communicate that works best for your child, and an activity which will require your attention and assistance in order for your child to complete it (for example, a learning activity). This request for attention may be communicated with flashcards displaying words or images, signing, through verbal communication, or through a physical gesture, such as a hand raise, or a tap to the shoulder. If possible, select something that would be a universal indication that an individual is requesting attention so that it is generalizable and can be used in other settings. For example, explain to your child that raising their hand is a method of getting attention. Tell your child that when they present this behavior, you will respond. Have your child start the activity and monitor for indications that your child is struggling and will need help. At that point, gently take your child’s hand and raise it to demonstrate how they can use this gesture to get attention. After your child has raised their hand to request attention on their own, provide positive reinforcement using praise and give your child several minutes of attention. Repeat this activity until your child is raising their hand to ask for your attention without you physically guiding them.
• Use props for visual representation. You can use a visual aid, such as an image of a green circle, as an indication that you are paying attention and a different visual aid, such as an image of a red circle, as an indication that you are not paying attention. You can also use a gesture or action. As an example of using an action to show you are not paying attention, you could pretend to read a book or magazine to indicate you are not paying attention, and then place the book or magazine down in front of your child and fold your hands in front of you to indicate that you are paying attention. Set your child up with an activity which will require your attention as described previously. Prior to having your child start the activity, say “raise your hand if you need to talk to me.” Have your child start the activity, then pick up and pretend to read your book or magazine to indicate that you are not paying attention. If your child attempts to get your attention without the gesture that was selected to indicate a need for attention, do not respond immediately. Then, start the process over again with the prompt about how to get your attention. When your child does the designated action to get your attention, show your child that you are paying attention by putting down your book or magazine and folding your hands in front of you. Give your child praise and attention in order to positively reinforce the correct actions.
• Additional resources for the parents:

Teaching Appropriate Attention-Seeking to Replace Challenging Behaviors (Freebie!) - Autism Classroom Resources

Mand Training - I Love ABA!

Advanced Mand Training: How to Teach Requesting Information - Dr. Mary Barbera

For the short-term goal of manding for attention, you can choose a target such as, manding for attention at home, manding for attention at school, manding for attention in an emergency, etc.

• Step 1: Decide what scenario you would like your child to practice manding for attention in. For example, you can choose the target of manding for attention at home while working on the short-term goal of manding for attention. The task analysis for manding for attention at home could be as follows:

1. Begin a non-preferred task / activity, such as cleaning your bedroom.
2. Pick up your toys from the floor and put them in a corner of the room.
3. Pause cleaning the bedroom.
4. Go to your parent and tell them you would like to talk to them. For example, say “I want to talk to you about the bedroom.”
5. Explain to your parent how you feel about cleaning your bedroom (e.g., overwhelmed, anxious, angry, etc.) .
6. Ask your parent for advice. For example, say “Do you have any advice for cleaning my bedroom?”
7. Return to cleaning your bedroom.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a cartoon with an exclamation point holding up their hand, or a verbal SD (“Time to mand for attention!” or “Let’s get someone’s attention!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 2 min, 5 min, 10 min, 15 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of manding for attention at home), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to pause cleaning, explain how you feel about cleaning, followed by asking for advice).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at manding for attention at home during a session. 
• Step 6: Track how your child makes progress to meet the target of manding for attention at home by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at manding for attention at home over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Manding for Information Using 'Wh' Questions

• Start with simple questions. Begin by teaching to mand with questions that begin with “what,” “where,” and “who.” For example, if you are showing your child a picture of a dog, rather than asking “What type of animal is in this picture?” simply point to the picture and say “what is this?” If your child responds correctly, use positive reinforcement; offer an age and effort appropriate reward: a cool sticker, a piece of candy, a small toy, an extra bedtime story, extra videogame time, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
• Use visual aids. Games such as children’s bingo can be used to encourage your child to connect a question and the desired response. Alternatively, you can use flashcards with words or images or pictures. If you want to encourage your child to answer the question “who,” for example, show your child a photograph of someone that they are familiar with and ask “who” or “who is this?” Allow your child to respond in the preferred communication method and provide a reward or praise for correct responses in order to positively reinforce the actions. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
• Additional resources for the parents:

Teach Answering 'WH Questions' To Autistic Kids With This Simple Activity

Strategies to Teach ‘Wh’ Questions to Kids Using ABA

Advanced Mand Training: How to Teach Requesting Information - Dr. Mary Barbera

For the short-term goal of manding for information using ‘wh’ questions, you can choose a target such as manding for information using ‘who’, manding for information using ‘what’, manding for information using ‘where’, manding for information using ‘why’, etc.

• Step 1: Decide what ‘wh’ questions you would like your child to learn to use. For example, you can choose the target of manding for information using ‘who’ while working on the short-term goal of manding for information using ‘wh’ questions. The task analysis for manding for information using ‘who’ could be as follows:

1. Sit across from another person.
2. Look at the picture of the unfamiliar person they hold up in front of you.
3. Ask, “Who?” or, “Who is that?”
4. Wait for them to tell you who the person in the picture is.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a silhouette of a person with a question mark, or a verbal SD (“Time to ask for information!” or “Let’s ask some questions!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt their part independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently (i.e., their part). For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Alternatively, if your child is able to complete their entire part of the task analysis independently, record how long it takes your child to complete it independently (e.g., 30 sec, 1 min, 2 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of manding for information using ‘who’), provide the SD from Step 2 and allow your child to attempt their part independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to look at the picture, then ask who it is, followed by listening to who it is).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Alternatively, you can track progress by recording how long it takes your child to complete their part in all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at manding for information using ‘who’ during a session. 
• Step 6: Track how your child makes progress to meet the target of manding for information using ‘who’ by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at manding for information using ‘who’ over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete their part in all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Manding for More Time

• Visual countdown. A combination of using a visual prompt and manding can help you demonstrate to your child how to request more time on a specific activity. You can use something like this Visual Countdown Timer, or another method that your child associates with the timing of how long they will have to do an activity. When you are introducing an activity, start by initiating the activity. For example, you can open a visual timer (you can use the countdown timer clock previously linked, a timer app on a tablet, etc.) if your child is playing a game. Point to the game, and say “game” or “play.” Then, point to the timer, which should be set at a specific interval. As you are pointing to the timer, say “time.” Allow your child to play the game for the allotted time frame. When the timer alerts that the allotted time is over, tell your child “no time.” Turn off the game. Now, demonstrate the process of asking for more time by turning the game back on. Point to the game and say “game” or “play.” Point to the clock or timer and ask “more time?”  Say the phrase “yes, more time,” this time as a statement. Add an additional five minutes to the timer and again, point to the timer and say “more time.” Allow your child to play. Repeat, and this time, when you ask your child “more time?” do not provide an answer. If your child repeats “yes, more time,” or “yes” or “more time,” positively reinforce the behavior using praise and/or a reward along with more time. If the child does not respond, say “yes, more time” again. Repeat until your child is responding on their own.  
• Demonstrate “more time” and “no time.” Have a piece of paper or flashcard with the number zero drawn on it to indicate “no time” and a piece of paper or flashcard with a clock to indicate “more time.” You can also use a timer to indicate “more time.” Select a low-effort activity that your child prefers, such as watching a favorite TV show. Using this as an example, do the following: position your child by the TV and start the show. Allow your child to watch for several minutes, after which you should tell your child “no time,” while pointing to the appropriate flashcard. Pause, and then show your child the other flashcard and say “more time?” Pause, and say “yes, more time.” If your child repeats, offer positive reinforcement using praise or a reward/treat and turn the show back on. If your child does not repeat a correct response (or any response), repeat the activity.
• Additional resources for the parents:

Mand Training - I Love ABA!

Manding, Pairing and Fun activity ideas | aba-teaching-ideas (abateachingideas.wixsite.com)

Teaching Appropriate Attention-Seeking to Replace Challenging Behaviors (Freebie!) - Autism Classroom Resources

Advanced Mand Training: How to Teach Requesting Information - Dr. Mary Barbera

Verbal Requests & Manding In ABA Therapy | Circle Care (circlecareservices.com)

For the short-term goal of manding for more time, you can choose a target such as, manding for 5 more minutes, manding for 10 more minutes, etc.

• Step 1: Decide what amount of time you would like your child to learn to mand for. For example, you can choose the target of manding for 10 more minutes while working on the short-term goal of mand for more time. The task analysis for manding for 10 more minutes could be as follows:

1. Begin a timed task / activity.
2. When the time ends, examine what you have completed.
3. Ask for more time by saying, “Need 10 more minutes.”
4. Set the timer for 10 more minutes and place it where you can see it.
5. Resume task / activity and start timer.
6. End your task / activity when the timer signals 10 minutes have passed.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a timer, or a verbal SD (“Time to mand for more time!” or “Let’s ask for more time!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 11 min, 12 min, 15 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of manding for 10 more minutes), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to examine what has been completed when the original time ends, then ask for 10 more minutes, followed by setting the timer for 10 minutes and spending 10 more minutes on the task / activity).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at manding for 10 more minutes during a session. 
• Step 6: Track how your child makes progress to meet the target of manding for 10 more minutes by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at manding for 10 more minutes over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Manding Using ‘Verb-Noun’ Combination

• Associate verb with action. Part of having your child mand using ‘verb-noun’ combinations includes teaching your child the appropriate vocabulary. For example, when you pour your child a cup of juice, say the word, “pour,” and then after a brief pause, use it in a sentence, like, “I pour juice.” You can then prompt your child to repeat either the verb or the sentence. Build this word / sentence and action association for all verbs you would like your child to use when manding.
• Additional resources for the parents:

Advanced Mand Training: How to Teach Requesting Information - Dr. Mary Barbera

Verbal Requests & Manding In ABA Therapy | Circle Care (circlecareservices.com)

Verb Noun Mands Target Brainstorm (frontieraba.com)

For the short-term goal of manding using ‘verb-noun’ combinations, you can choose a target such as manding ‘pour’-noun, manding ‘open’-noun, manding ‘turn on’-noun, manding ‘turn off’-noun, etc.

• Step 1: Decide what verb-noun combination you would like your child to learn to mand for. For example, you can choose the target of manding ‘open’-noun while working on the short-term goal of manding using ‘verb-noun’ combinations. The task analysis for manding ‘open’-noun could be as follows:

1. Find the item / object you would like to be opened.
2. Request the attention of someone who can help you.
3. Guide them towards the object.
4. Say, “open,” and then the name of the object. For example, if you want them to open the juice bottle, you can say, “open juice.”

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a sign with the word open, or a verbal SD (“Time to use the verb ‘open’!” or “Let’s use ‘open’ to mand!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 1 min, 2 min, 5 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of manding ‘open’-noun), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to identify the object you want opened, then find someone to open it, followed by saying, “open” and the name of the object).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at manding ‘open’-noun during a session. 
• Step 6: Track how your child makes progress to meet the target of manding ‘open’-noun by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at manding ‘open’-noun over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.