1. Definition: What is Manding
A mand is a request.
It is when a child communicates to get something they want or need. A mand can be spoken (“Open”), signed, tapped on an AAC device, or expressed with a gesture (like pointing).
Manding is the only communication skill that is controlled by motivation — the child wants something, and the communication gets them that thing.
2. Importance
Manding is one of the most important skills to teach because it:
- Builds meaningful communication
- Reduces frustration and challenging behaviors
- Gives the child control over their environment
- Encourages independence
- Increases natural social interactions
The more a child learns that communication works, the less they rely on crying, grabbing, screaming, or other behaviors to get their needs met.
Running a manding program is not about drilling; it’s about using everyday moments to create natural, motivating opportunities to request.
3. Regular Example (How to Run Manding During a Session)
This example shows how an RBT or parent would run manding in a structured ABA session.
Step 1: Capture Motivation
Present or hold a preferred item — bubbles, a snack, a toy — and let the child show interest.
- Child reaches toward bubbles
- Child watches the toy closely
- Child tries to grab the snack
This tells you the child wants something.
Step 2: Pause and Wait
Wait 1–3 seconds to see if the child will mand independently.
If the child:
- Says or signs the mand → Give it immediately
- Tries but cannot say it → Prompt the correct response
- Says nothing → Prompt the mand
Step 3: Prompt the Mand (If Needed)
Use the least intrusive prompt that ensures success:
- Model: “Say ‘bubbles.’”
- Partial verbal: “Buh…”
- Sign model: Show the sign
- AAC prompt: Help them tap the icon
Step 4: Reinforce Immediately
Give the child exactly what they asked for right away.
Examples:
- They say “bubbles” → you blow bubbles
- They sign “cookie” → you hand a cookie
- They tap “swing” on AAC → you push the swing
Fast reinforcement teaches:
“My words make things happen.”
Step 5: Repeat and Expand
As the child succeeds, encourage:
- Longer phrases (“more bubbles,” “want car”)
- More specific words (“big ball,” “blue car”)
- Different types of mands (actions, items, help, attention)
But never make expansions feel forced — keep it natural and fun.
4. Real-World Example (Everyday Manding in Daily Life)
Here is how manding naturally happens at home or in the community.
Example: Snack Time at Home
Parent opens a bag of chips slowly.
Child reaches for them.
Parent pauses: waits 1–2 seconds.
Child says “chips.”
Parent gives a small handful: “Here you go — nice asking!”
If child doesn’t say anything:
Parent prompts:
“Say ‘chips.’”
Child repeats: “chips.”
Parent gives chips immediately.
This turns everyday routines into communication practice.
Example: Playground Slide
Child climbs the ladder and looks at the parent to go down the slide.
Parent waits.
Child signs “again” or says “more slide!”
Parent immediately sends them down again.
The child learns that fun continues through communication.
Example: Getting Dressed
Parent holds up two shirts: blue and red.
Child reaches for the blue shirt.
Parent waits 2 seconds.
If child says “blue,” parent responds:
“Blue! Great asking,” and hands it over.
If child doesn’t respond:
Parent prompts: “Say ‘blue.’” → gives shirt.
This builds expressive language during daily routines.
Example: Asking for Help
Child struggles to open a stubborn snack wrapper.
Instead of taking it right away, parent waits.
Child says “help” (or signs it).
Parent opens it halfway and hands it back:
“Nice asking for help!”
This teaches functional communication instead of frustration.
Summary: How RBTs and Parents Should Run Manding
- Follow the child’s motivation
- Wait briefly to allow independent requests
- Prompt only as needed
- Reinforce immediately
- Keep interactions fun
- Use natural routines (snacks, toys, outings, chores)
- Celebrate all communication attempts
When done consistently, manding becomes one of the fastest and most powerful ways to grow a child’s functional communication.