hi I'm Heidi Light Giglio a board certified behavior analyst at Brett DiNovi and associates today we're going to be talking about the fourth edition EA CB task list sections D 11 using man training and we're also going to touch on a zero one measuring frequency and a zero two measuring rate so first let's talk about what AM and is in Skinner's 1957 book he talked about how a man is the behavior between a listener and a speaker and then he also talked about that antecedent behavior consequence contingency Skinner talked about how the man is the only verbal operant where the antecedent is based on those motivating operations so whether it's the establishing operation or the abolishing operation and then the consequence is that contingent access to the stimulus related to the mo Skinner also talked about how the man doesn't matter the form right it matters the function so it can be a simple gesture it can be a spoken word or an approximation of a word it can be a manual sign using sign language picture exchange pressing a button on a speech generating device or any combination of such so we also want to be mindful how man's range and difficulty per individual they could be like I mentioned earlier a vocal approximation so maybe ba for ball or prep for a pretzel it can be a single word it can be a multiple award utterance it can be a question so where's the remote where's my shoe and then it can be man's two different listeners so it's not just to us as instructors its to peers its to siblings it's to parents so the goal of what we're gonna talk about in regard to man training is that we want to make sure whatever we're spending our time on is meaningful so it's not just meaningful to the learner it's meaningful to their community we want to make sure that their community is able to reinforce their mints because if they can't reinforce their mans it's not going to be an effective form of communication the second element of why we spend so much time on man training is that we want to make sure that there's functional control of that MO and when the mo is the antecedent and the only thing that precedes the man we're more likely to have spontaneous means so sometimes when we're teaching Mans we have an item outright we use that item to assess motivation so then we can teach mandate so that the learner is able to man four things when they don't see things or when they're not hearing about things they can be spontaneous so let's talk about the benefits of man training so the first thing that is so important when it comes to man training is that it's reinforcing going to another person or going to a listener it exposes a learner to that speaker listener relationship the other benefit of man training is that it acts as a replacement behavior for maladaptive behavior so we see a lot in the research about functional communication training so banding isn't just for toys or food items it's for attention it can be for someone to look at something you have or to get a break or perhaps get some sensory input so how can we incorporate man training into your program so the first thing you want to do is we want to complete a preference assessment forced choice pair choice again those multiple stimulus with or without replacement a free operant assessment and from that information you want to acquire a list of all the things that the learner is seeking to engage with and for that matter of things that they want to get rid of as well the next step in man training is we want to make sure we operationally define unprompted prompted and spontaneous man's and those definitions it's important to be mindful that they are going to change once your learner starts meeting criteria for the rate that you want them to perform their skills and their mastering a variety of man's the next step is we want to make sure that you assess the learner and their needs and then the data collection method that's most relevant to their needs some people they might find that they want to expand on the learners man repertoire so one child might only request for video and that's not going to help them when they are hungry or when they want to engage with different items or when they get sick of the video for example so we want to make sure that we're expanding on a learner's repertoire if it's very limited we want to make sure we spend a lot of time on that so that's where we talked about that preference list making that list and probing those skills and then teaching them each day so that you are expanding on a number of items that they're requesting and for some kids we want to make sure that they're mending at a more proficient rate it is common in our field to set up banding sessions so you can do a manding session for 10 minutes so you can collect rate per minute or you can collect man data throughout a session and collect rate per hour the difference between the two is if you do a short manned session let's say for ten minutes or two 5-minute sessions then you don't want to present any other demands if you're collecting man data throughout the entire session and it's okay to present other demands the last thing I want to point out with trying to increase rate and spontaneity is you want to make sure that during those sessions you're collecting frequency data on again unprompted prompted and spontaneous man's and then your graph would either be percent of unprompted prompted or spontaneous man's or it would be rate of man's per minute or rate of man's per hour so you can do two different types of graphs by collecting the same type of data at during your sessions so let's take a look at contriving opportunities for manding we talked about how a man does dependent on emmos so these videos will give you some good examples about how to do that the first example would be controlling items to deprive so the adult is between the desired items and the learner another example would be when the instructor is interrupting a known chain of responses or sampling items to assess body language or level of deprivation that the instructor is varying items the instructor might be incorporating other demands so you have an idea of what that might look like what the instructor is using a time delay or for providing props using a progressive prompt fading method and then delivering contingent reinforcement and I also want to point out that when a response is prompted differential reinforcement is used give me the pen thanks Sarah that was such nice listening water-ice asking for water you have some let go water nice job asking for water thank you so much for watching keep your eye out for more hacking clinical behavior videos from Brett zenovia & Associates you