Training staff to increase manding in students with autism: Two preliminary case studies

Abstract

Two case studies evaluated two versions of behavioral skills training on peer-to-peer manding. Case Study 1 evaluated the full package of instructions, modeling, rehearsal, and feedback, and Case Study 2 used modeling and feedback only. Both case studies employed AB designs. In both case studies, staff increased correct teaching responses, and students increased the number of independent peer-to peer mands. These pilot data suggest that staff can readily acquire teaching skills to increase peer-to-peer manding and that modeling and feedback may be sufficient to train staff to do so. © 2012 John Wiley & Sons, Ltd.