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  • Guidelines For Teaching Manding-1!3!07

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    Anonymous 1HGqtl7
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    Teach mands in natural environments where motivation is strong by capturing many opportunities each day to teach hundreds of mands across reinforcers, staff, and settings. Prompt mands initially and differentially reinforce approximations over time while fading prompts, counting and graphing mands daily to minimize response effort and show students how easy it is to get things with language. Consistency across staff is essential to provide generalization opportunities.

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    verbal behaviour

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    Guidelines for Teaching Manding-1!3!07

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    Teach mands in natural environments where motivation is strong by capturing many opportunities each day to teach hundreds of mands across reinforcers, staff, and settings. Prompt mands initially and differentially reinforce approximations over time while fading prompts, counting and graphing mands daily to minimize response effort and show students how easy it is to get things with language. Consistency across staff is essential to provide generalization opportunities.

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    Download as PDF, TXT or read online from Scribd
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    42 views1 page

    Guidelines For Teaching Manding-1!3!07

    Uploaded by

    Anonymous 1HGqtl7
    Teach mands in natural environments where motivation is strong by capturing many opportunities each day to teach hundreds of mands across reinforcers, staff, and settings. Prompt mands initially and differentially reinforce approximations over time while fading prompts, counting and graphing mands daily to minimize response effort and show students how easy it is to get things with language. Consistency across staff is essential to provide generalization opportunities.

    Copyright:

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    Download as PDF, TXT or read online from Scribd
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    RULES FOR TEACHING MANDING

    1. Teaching must occur in the natural and everyday environment where the motivation is typically strong.

    2. Capture and contrive as many opportunities per day to teach mands. Set a goal of hundreds of mands per day across many reinforcers, staff, and settings for students with little or no manding repertoire.

    3. Count the number of mands, prompted and unprompted, per day and graph your results.

    4. Prompt the mands initially to minimize the response effort, thereby teaching the student that it is easy to get things with verbal behavior.

    5. Differentially reinforce better approximations over time.

    6. Practice teaching mands so that you are skilled in how and when to reinforce, what approximations to accept, what level of prompt to provide, and how to fade the prompts as quickly as possible.

    7. Consistency in methods across staff is essential and provides opportunities for generalization.

    www.vbclassroom.com

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