Evaluation of a vocal mand assessment and vocal mand training procedures.

Bourret et al. (2004) worked with three children who had autism or developmental delays. None of the kids could ask for things with spoken words.

First the team ran a quick vocal mand assessment. They tested if prompting, extra reinforcement, or shaping worked best for each child. Then they used the winning tactic to teach each kid to ask for favorite toys or snacks.

Every child learned to ask for what they wanted out loud. The assessment picked the right teaching method each time.

Kids started using the new words during normal class time, not just at the table.

Rosenthal et al. (1980) showed that you must teach the request under the real cue you want the child to use later. Jason et al. add a pre-test so you know which teaching tactic to pick first.

Ringdahl et al. (2023) found that lots of prompts do not always make manding last longer. Jason et al. agree; their quick assessment helps you choose the least prompt the child actually needs.

Carnett et al. (2016) later used the same assess-then-train idea to teach kids to ask questions with an iPad. The logic works for speech or devices.

Frampton et al. (2024) tutorial tells you to watch for pointing or gaze before you prompt. Jason et al. did not look at those early signs, so you can blend both tips: note the child’s reach, then run the vocal mand test.

You can copy the five-minute vocal mand assessment in any clinic or classroom. Test prompting, extra reinforcers, and shaping once. Pick the tactic that gives the first clear word. You will waste fewer sessions on the wrong prompt level and see faster spontaneous requests.