Assessing Acquisition of and Preference for Mand Topographies During Functional Communication Training.
A five-minute kid-and-parent vote picks the best AAC mand so FCT starts faster and feels fun.
01Research in Context
What this study did
The team ran a five-minute choice test. The child could pick PECS, an iPad, or a GoTalk to ask for snacks and toys.
While the child tried each device, parents watched and voted too. The goal was to see if kid and adult agreed on the easiest way to mand.
What they found
The boy learned all three topographies fast. Both he and his parents liked the iPad best.
Therapists then used the iPad for FCT and problem behavior dropped.
How this fits with other research
Lancioni et al. (2009) picked mands by skill, not like. They showed high-skill responses cut problem behavior faster. The new study adds a quick like test so the child enjoys the same response.
Perez et al. (2015) warned that kids often stick with old, sloppy mands even when those mands spark more problem behavior. Here, the team skipped the old mand and let the child choose a fresh one, avoiding that trap.
Banerjee et al. (2022) took the idea further. They trained the chosen topography in both languages for bilingual learners and added repair steps. One small preference test can travel across languages.
Why it matters
You can copy the five-minute vote in your next FCT case. Let the learner test drive each option, tally parent votes, and start teaching with the winner. No extra probes, no tears, and you head off fights over old, inefficient mands.
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02At a glance
03Original abstract
We assessed acquisition and preference for various mand topographies in the presence of establishing operations that, historically, evoked the aggression of a child with autism. First, we implemented functional communication training (FCT) and reinforced picture exchange, iPad®, or GoTalk® activations in a multi-element format (noting differences in aggression and/or mand independence across conditions). Then, we conducted a concurrent-operant mand preference assessment. Finally, we presented assessment results to the subject's mother and asked her to indicate her own preference. Parent and subject preferences were aligned and we completed therapy using the iPad®.
Behavior analysis in practice, 2016 · doi:10.1007/s40617-015-0083-y