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The Power of Manding (Essay Sample)


The assignment was based on a case study about a client (Xavier) with problematic behaviors, such as throwing items, crying, and hitting. Therefore, the task was to show how teaching Xavier manding skills can help manage his aggressive habits. It was also important to discuss the benefits of teaching mands to children and adolescents.


The Power of Manding
Student's Name
Department, University
Q1. Analyze the importance of teaching manding skills to Xavier first
Manding skills are extremely vital in reducing Xavier's problematic behaviors, such as throwing items, crying, and hitting. If the client learns that vocal or sign language is more effective and efficient in getting what he wants, he will be less inclined to cry or throw items. The training may improve his ability to ask for things and lessen his aggressive behaviors. Also, manding skills may improve Xavier's language and communication. According to the case study, Xavier has never had a functional language. Manding involves using verbal language, sign language, and picture exchange communication (PEC) to request things. In this case, after learning alphabets, colors, numbers, and shapes, the client will learn how to talk or use sign language to communicate his wants. The use of spontaneous words such as ball and ice cream, among others, or sign language to indicate the client's request will significantly improve his speech and communication. As the client develops more manding repertoire, this will build on his language and lead to spontaneous speaking (Kahlow et al., 2019).
Q2. What are the benefits of teaching mands?
There are several benefits of teaching mands, particularly to special needs children who are slower in developing verbal skills. Mands help children learn the value of talking when expressing themselves. The children learn that all they have to do is speak or use sign language to get their wishes and demands fulfilled. This makes them happy and satisfied. Also, mands assist in decreasing maladaptive behaviors and reinforcing functional communication. If children learn how to request things through talking or sign languages, they will gradually let go of problematic traits such as crying, shouting, or hitting. Instead, due to the positive reinforcements, they will be more motivated to improve their languages to communicate their wants effectively. Likewise, mands improve social interactions. During the manding sessions, children continuously receive reinforcements from therapists, teachers, and even guardians. The children learn to associate these people with reinforcements. As a result, the children may frequently approach them, increasing their interactions, thus boosting their social skills. Besides, the manding sessions may also allow autistic children to meet and interact with their peers, promoting language development and social skills (Centone et al., 2019).
Q3. How can teaching mands lead to developing skills in other areas of development?
The antecedents and positive reinforcements used in mand teaching encourage autistic children to develop other vital developmental skills. Therapists, instructors, and other professionals use various antecedent strategies such as commands, requests, objects, or sounds to initiate a response or action from the children. If the resulting behavior due to the antecedent is considered positive, then a reward may be offered to encourage the behavior. Over time, the use of motivation results in positive behavior change. Such antecedents and positive reinforcements help develop the child's cognitive skills by improving his/her attention, focus, and memory (Hyman et al., 2019). Not to mention, the interactions between these children and professionals such as therapists and teachers, which are mostly boosted by the rewards, help the children build on their social skills (Centone et al., 2019). In this case, mand teaching enhances a child's attention, social skills, focus, and memory.
Q4. Explain the relationship between manding and challenging behaviors
Individuals with intellectual and developmental disabilities often fail to acquire an effective means of communication. Both adults and children without verbal skills are more likely to develop a broad range of challenging or aggressive behaviors. For example, a teenager who has not developed effective verbal skills may lack a way to communicate to his mother that he has a migraine; instead, he may hit his head to make the pain disappear. Manding or requesting is the initial communication response taught to individuals without verbal skills. Verbal behavior can be learned through vocal language, picture exchange, gestures, or sign language. Manding uses positive reinforcements or motivation to train such individuals on the essence of communicating with other people and minimizing challenging behaviors (Kahlow et al., 2019). It uses a con

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