Early Learners Training Notes August 16th, 2022

Abbey Krahling

Early Learners…
● Have multiple modes of communication
● Are developmentally younger than their age milestones and the rest of their peers of the same
age
● Have low assessment scores
● Stim verbally and physically

Operant Brief Definition Example

A student asking for something A student who says “cookie”

that they are motivated for. because they want a cookie will
Mand (Requesting) Students get reinforced with receive it from the teacher
what they asked for

A student labels something they A student says “cookie”

Tact (Labeling) see, hear, smell, taste, or feel because they see a picture of a
and gets non-specific cookie
reinforcement

Following directions and/or A student touches the cookie

Listener-Responding receptive identification where when the teacher asks “do you
(Receptive) reinforcements are non-specific see a cookie?”

Copying someone else’s motor A student signs (ASL) “cookie”

Motor Imitation movement where reinforcement after the teacher sings “cookie”
is non-specific

Vocally repeating what A student says “cookie”

Echoic someone else says where because the teacher said
reinforcement is non-specific “cookie”

Saying, signing, or writing A student says “cookie” after the

something related to what teacher says “tell me something
Intraverbal someone else said or answering sweet that you eat”
questions (such as fill in the
black statements or phrases)

Bribes: Count as responding to negative behavior with something that the student wants
● Instead, remember the skill or target and seek the student’s compliance. Offer the positive
reinforcer for compliant behavior. Consistently reinforce good/on-task behavior
Program Information
● When creating a manding program for a student, the limit for mand targets is 5
● Motor imitation targets can be modified based on student abilities, but modifications must be
accepted and agreed upon by all teachers and then relayed to the team for consistency
● Listener-responding objects must be visible to the student during an LR session

Errorless Teaching
Prompt → Transfer → (Reinforce) → Distract → Check → (Reinforce)

When an Error Occurs

End → Prompt → Transfer → (Reinforce) → Distract → Check → (Reinforce)

Manding Specifics
● Use a timer during instruction. This should be between 10-15 minutes per session. Pause the
timer when the student is not engaged with instruction
● When prompting, refrain from asking “what do you want?” because:
○ It prevents the student from gaining independence to ask for something they want
○ That phrase teaches the student to only ask for what they want after “what do you
want?” is asked
● Make sure that the student has motivation for the target that is being worked on
● Always pair a vocal and say the object’s name each time it is being taught
● During the independent request for an item, offer the item without talking. Then, say the name
after
○ EX - “Good!!! That’s how you say _______!”