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Echoic-to-Mand Transfer

The document outlines steps to teach a student verbal requesting skills. It begins with echoic training to repeat single words, then transfers words to spontaneous requesting. Next it teaches requesting multiple words, building up from one to two to three words. The mastery criteria is for the student to correctly request items or activities in 80% of trials over two consecutive sessions.

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Juliana Nova
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759 views2 pages

Echoic-to-Mand Transfer

The document outlines steps to teach a student verbal requesting skills. It begins with echoic training to repeat single words, then transfers words to spontaneous requesting. Next it teaches requesting multiple words, building up from one to two to three words. The mastery criteria is for the student to correctly request items or activities in 80% of trials over two consecutive sessions.

Uploaded by

Juliana Nova
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Verbal Requesting

Goal: When the student wants a preferred item, the student will request for it verbally.

Instructional Procedure: Set up motivating opportunities for the student to request desired items/activities. Get down to
the student’s eye level and model the word if necessary. When the student engages in the desired target, reinforce
immediately by giving him what he wants + repeating what he just said. Once student is manding spontaneously,
reinforce with praise statements that are 1 word longer than what the student said. E.g., Student says, “Open” Instructor
gives “Open door!” as praise statement

Teaching Steps:
1. Echoic Level – 1 word level – Student repeats instructor by just turning on his voice
2. Echoic Level – 1 word level – Student repeats instructor – successive approximation to word
3. Echoic-to-Mand Transfer – 1 word level
4. Manding – 1 word level – Student spontaneously says 1 word to request when situations have been contrived
5. Introduce new words using steps 1-5
6. Manding – 2 word level (Once student is able to mand at least 10 items/activities spontaneously at the 1-word level)
7. Manding – 3 word level – Etc.

Echoic-to-Mand Transfer Procedure:


• Contrive motivation (Student indicates that he wants something)
• Therapists says, “[object label]”
• Student repeats, “[object label]”
• TRANSFER TRIAL: Therapist says, “What?” or “What do you want?”
• Student independently says, “[object label]” (or approximation)

Mastery Criteria: 80% for two consecutive sessions


Verbal Requesting

Teaching Steps:
1. Echoic Level – 1 word level – Student repeats instructor by just turning on his voice
2. Echoic Level – 1 word level – Student repeats instructor – successive approximation to word
3. Echoic-to-Mand Transfer – 1 word level
4. Manding – 1 word level – Student spontaneously says 1 word to request when situations have been contrived
5. Introduce new words using steps 1-5
6. Manding – 2 word level (Once student is able to mand at least 10 items/activities spontaneously at the 1-word level)
7. Manding – 3 word level – Etc.

Mastery Criteria: 80% for two consecutive sessions


Date/IT:

100
90
80
70
Percentage

60
50
40
30
20
10
0
Teaching Step:
Trial 1 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 2 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 3 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 4 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 5 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 6 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 7 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 8 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 9 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N
Trial 10 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
N N N N N N N N N N N N N N N N N N N N

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