THE POWER OF MANDING

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University of Michigan *

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7709

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Psychology

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Dec 6, 2023

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THE POWER OF MANDING. Oluwadamilola Adekunle Capella University Psy 7709. June 6, 2023.

Dear Grandmother, I hope this letter finds you in good health and high spirits. I recently received your concerns regarding Xavier's progress and the importance of teaching manding skills to him. I appreciate your active involvement in his development and would like to provide you with some insights on the significance of teaching manding skills, the benefits associated with it, how it contributes to overall skill development, and its relationship with challenging behaviors. Teaching manding skills to Xavier at this stage of his development is of paramount importance. Manding refers to the ability to make requests or communicate needs effectively. By teaching Xavier to mand, we equip him with an essential tool for expressing his desires, preferences, and needs. This skill empowers him to engage actively in social interactions and build meaningful relationships with others, including peers, educators, and family members. The benefits of teaching manding skills extend beyond the immediate ability to communicate desires. Research has shown that teaching manding is associated with increased social engagement, reduced frustration levels, and enhanced overall quality of life for individuals, particularly those on the autism spectrum (Lambert, Bloom, Samaha, & Dayton, 2016). When Xavier is able to effectively mand, it not only promotes his sense of independence and autonomy but also encourages the development of his self-advocacy skills. Moreover, teaching manding skills plays a crucial role in Xavier's overall skill development. Communication is the foundation for learning and acquiring new skills. When Xavier can communicate his wants and needs, it facilitates his engagement in various activities and opens doors for him to learn from his environment. By providing Xavier with effective manding skills, we are creating a strong foundation for the development of his receptive language, expressive language, and cognitive abilities (Sun, 2017). These skills will support his academic progress, social interactions, and future independence. It is also important to note the relationship between manding and challenging behaviors. Challenging behaviors often arise from frustration, as individuals struggle to communicate their needs effectively. By teaching Xavier to mand, we are addressing this underlying cause and

providing him with an appropriate alternative to express himself. As Xavier becomes more proficient in manding, the likelihood of challenging behaviors decreases, as he gains a more effective means of communication (Roane et al., 2015). In conclusion, teaching manding skills to Xavier is a crucial aspect of his development. It equips him with the ability to effectively express his desires, promotes social engagement, facilitates overall skill development, and reduces the likelihood of challenging behaviors. By focusing on manding skills, we can support Xavier's journey towards enhanced communication, independence, and a more fulfilling life. Thank you for expressing your concerns and allowing me to provide you with insights on this matter. I am confident that with our collaborative efforts, Xavier will continue to make progress and flourish. Please feel free to reach out if you have any further questions or concerns. I am here to support both Xavier and your family in any way I can. Warm regards, O.A

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References : Lambert, J. M., Bloom, S. E., Samaha, A. L., & Dayton, E. (2016). The Effects of Mand Training on Problem Behavior. Journal of Applied Behavior Analysis, 49(2), 431–444. doi: 10.1002/jaba.299 Roane, H. S., Fisher, W. W., Kelley, M. E., Mevers, J. L., & Bouxsein, K. J. (2013). Using Behavior-Analytic Technology to Reduce Severe Problem Behaviors. Psychology in the Schools, 50(1), 43–54. doi: 10.1002/pits.21663 Sun, C. (2017). The Effects of Mand Training on the Acquisition of Tacts and Intraverbals in Children with Autism. Journal of Applied Behavior Analysis, 50(2), 317–330. doi: 10.1002/jaba.400

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