Mand Lesson Plan

Intended for Autistic Support Classrooms

KINDERGARTEN STANDARDS
CC.1.2.K.J - Use words and phrases acquired through conversations
CC.1.5.K.E - Speak audibly and express thoughts, feelings, and ideas clearly
16.2.K.A1 - Interact with peers and adults in a socially acceptable manner
16.2.K.E1 - Ask for help when needed or appropriate
AL.1.K.B1 - Demonstrate a willingness to participate in an increasing variety of diverse experiences
AL.4.K.A1 - Relate knowledge learned from one experience to a similar experience in a new setting

FIRST GRADE STANDARDS

CC.1.4.1.K - Use a variety of words and phrases
Al.1.1.B1 - Participate in a variety of challenging experiences
AL.1.1.C1 - Engage in cooperative, purposeful, and interactive play experiences that enhance
learning

ESSENTIAL QUESTION
● How can we develop language (verbal or sign) to express our wants and needs?

SPECIFIC MAND OBJECTIVES

● Given prompts from the teacher or paraprofessional, the student will verbally request or use
sign language to request an object within a ten-minute mand session.
● While in a mand session with a teacher or paraprofessional, the student will interact with peers
and adults in a socially acceptable manner by using indoor voices and keeping hands to
themselves.

MATERIALS
● Tangible targets that are specific to the student. These are labeled on each student’s mand
sheets
● Mand data tracking sheet
● Pencil
● 2 clickers (one for prompted requests, another for unprompted requests)

PROCEDURE
Introduction
● Take note of where the student is scheduled to work. This can be found on the front board.
Each student is scheduled with a teacher or paraprofessional at a specific color table.
Approach the student in the environment where they were previously working or playing.
Identify their most valuable reinforcer and gently put your hands over the reinforcer and say,
“Time for work. Go to _____ table.” Depending on the student, “Walk with me.” is also an
option. Once this demand is placed on the student, continue verbalizing the demand until the
student complies.
 Active Learning Strategies
● Provide simple conversation and social reinforcement for the student’s compliance with
working. Social reinforcers include “good job coming to the table” and “that’s how you ____.”
● Begin presenting the targets to the student to gain motivation.

Sequence of Learning
● Begin the timer for 10 minutes. The timer should be running while mand instruction is
occurring. Pause the timer for distractions or breaks.
● Verify that the student’s motivation is in place. If the student is lacking motivation for a target,
attempt to contrive motivation by making sure that the item is more interesting and exciting. Be
creative with how you use the item.
● Model how to use the targeted item to the student if it is being introduced for the first time. The
teacher can also model how to use the item in varying ways. Again, be creative with how you
show the student the item’s usage. Make sure that it is also age-appropriate.
● Prompt the student to mand for the targets as needed. As the session goes on, introduce other
target items to see if the student can verbalize or sign the name of the item.
● If the student responds, deliver the target and fade prompts.
● During all mand sessions, teachers and paraprofessionals should keep a wide variety of
reinforcers available. These reinforcers should be accessible during ALL mand sessions;
however, teachers and paraprofessionals must keep control of them

Summarizing Strategy
● Manding sessions do not require a summarizing strategy. Once the session is completed,
record the student’s motivation (or lack thereof), their requesting abilities for the targets, and
record the data on the graphs. For that information, see the evaluation section.

Evaluation
● The student is evaluated by their motivation for the targets, their ability to request their objects,
and the data that is collected. After collecting the data for the time of the session (typically 10
minutes), the prompted responses, and unprompted responses, complete the graph in the
student’s binder. Divide the prompted responses by the total minutes and plot that number on
the graph by a star. Divide the unprompted responses by the total minutes and plot that
number on the graph by a dot. If the student masters a target, highlight their target on the
mand target tracking sheet and on the mand count graph, increasing the known mands by one.
Evaluation also occurs in the realm of targets. If the student does not gain motivation for their
targeted item within a few trials, it is acceptable to reevaluate whether or not the target is a
necessary item to know and request.
SPECIAL CONSIDERATIONS
Remediation
● Run a cold probe mand session before recording the data for the student. This allows the
teacher to gauge whether or not the student has motivation for the targeted items.

Early Finishers
● There are no early finishers for mand sessions since it is one-on-one instruction. If the mand
session finishes before the half-hour time block is up, the student may play independently.

Enrichment
● It is possible for a student’s target is an item that can be called a more specific name. Once the
student masters their target, the teacher can introduce the item to have a more complex title.

ACCOMMODATIONS
Time
● Each mand session will be timed between 12-15 minutes. The session may not exceed 15
minutes at a time. If there are students in a mand session who display attention-seeking or
avoidance behaviors, pause the timer and continue prompts and instruction after the behavior
comes to a halt.

Setting
● Use the students’ least restrictive environment while conducting a mand session. This should
be a place that has its targets easily accessible to them. If the student is an elopement risk,
conduct the mand session at a table where they will not be able to leave the area.

Presentation
● Gain the students’ interest by presenting the current mand targets to the student. This includes
playing or fidgeting with the targeted item.

Response
● Allow students who are non-verbal to request items by using American Sign Language. These
signs will be taught using errorless teaching (follow protocol in weekly plans).

BIBLIOGRAPHY
● “Standards.” SAS, www.pdesas.org/standard/.