Teaching Sign Language as a Request

**Remember, manding (requesting) is taught in the natural environmental setting setting.

1. Begin teaching with the item present:

• Make sure that the student has an EO (motivation/desire) for the item by delivering it

freely and seeing if they take it.

• Model the sign.

• Next, use a full physical prompt to make the student’s hands form the sign.

• Finally, deliver the item.

Note: If the student models the sign, deliver the reinforcer immediately. With some students, it may be necessary to skip the model prompt on the first few trials. Always say the name of the item with each of the above steps.

2. Prompts that need to be faded:

• As quickly as possible, try to fade your full physical to a partial physical

prompt.

• You will need to fade the partial physical prompt using a time delay. Wait a

few seconds after you model the sign before you physically assist your learner.

• Once the student is able to consistently model your sign under the control of an

EO (motivation) for an item, it is time to use mimetic to mand transfers.

• Mimetic (imitation) to Mand Transfers

You model, the student imitates, and you deliver the item. Repeat this step

for a few trials and then use the time delay procedure again to see if they

will produce the sign on their own.

3. Scrolling

• Scrolling occurs when the student has an EO for 1 item or activity, but uses the

wrong sign or a combination of signs.

• Never reinforce a student for scrolling, even if they self-correct.

• If you know what the student wants, prompt their hands to a neutral position

(ex. Hands in lap) for 2-3 seconds.

• Next, prompt the correct sign for the item they want and deliver the item.

• If while you are modeling the correct sign, the student does the wrong sign

again, prompt the hands back to a neutral position and go straight to a physical

prompt of the correct sign.

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Additional Guidelines for Teaching the First Signs

1.  Be sure to always pair the spoken word with the sign as well as with the item itself. The name of the item should be said 1) whenever you prompt the sign, 2) whenever the child produces sign, 3) whenever the child receives the item. This can help to produce vocalizations through the effects of automatic reinforcement.

2.  Do not teach the following words as a child’s first signs: more, please, yes, no, sorry, thank you or give me. The student should have many specific signs before teaching these general signs.

3.  Remember prompt levels may change from moment to moment with some signs. If yesterday the student only needed a model prompt and today that is not evoking the sign (if you are sure the student is motivated for the item), use a physical prompt. It is important the student does not become frustrating. Manding should be easy and produce a high level of reinforcement.

4.  If the student has weak or no motor imitation, start teaching at least 3 signs and no more than 5 signs. NEVER only teach 1 sign.

5.  If the student has a fairly strong mimetic repertoire, you may be able to begin teaching as many as 8-10 signs.

6.  For any items or actions that the student wants which are not target signs, repeat the name of the item 3 times, pausing at 1-2 second intervals in between each presentation of the word, then deliver the item. Do not require a response from the student.

5 Methods used to teach a non-vocal student to talk

1.  Pair signs and words during mand training

2.  Pair sounds with reinforcement

3.  Reinforce all vocalizations heard (not crying, whining, etc)

4.  Differentially reinforce word approximations

5.  Teach vocal imitation (echoics)

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Some Common Questions about Teaching Sign Language:

What if the child is unable to imitate fine motor movements?

1.  Provide a hand-over-hand prompt of the sign. Physically manipulate the child’s hand(s) to form the sign.

2.  Say the name of the item as you manipulate the child’s hands.

3.  Repeat the name of the item as you give the child the item.

4.  Provide multiple opportunities for the child to request the item.

5.  Fade the hand-over-hand prompt as you begin to feel the child move his hands himself. It’s often helpful to fade the last step of the sign first or gradually lighten your touch as the child performs the sign independently.

6.  As part of the child’s program, teach him to initiate other movements so you will be able to teach new signs through the less invasive prompt of imitation.

What if the child is able to imitate fine motor movements in response to “Do this”, but not if I say the name of the item when I sign?

  1. Say, “do this” and perform the sign
  2. Say the name of the item and perform the sign again. The child should imitate since he just performed the same movement.
  3. Say the name of the item as you hand the child the item.
  4. Gradually add other tasks between the “do this” trial and the independent trial until the child is able to imitate the sign.

What if the child is able to imitate the sign when I say the name of the item and model the sign?

  1. Say the name of the item as you perform the sign.
  2. The child performs the sign. Say the name of the item as the child signs.
  3. Do a transfer trial. Ask, “what do you want?”
  4. The child repeats the sign. Say the name of the item as the child signs.
  5. Say the name of the item as you give the child the item.
  6. Gradually add other tasks between the imitative trial and the new response to “what do you want?” until the child is able to respond without the model.

What if the child is able to sign to request the item, but only if I say, “what do you want?” While we want children to learn to respond to this question, we don’t want them to only be able to ask for things when someone asks him/her what they want. A “pure mand” is based solely on the child’s desire for the item.

  1. Ask, “What do you want?”
  2. Child signs the item name. Say the name of the item as the child signs.
  3. Give the child a small amount of the item then look at him expectantly.
  4. If the child repeats the sign, give a larger amount of the item.
  5. If the child does not repeat the sign, give a partial prompt suck as moving your hands partially into the position for the sign. When the child performs the sign, say the name of the item and give it to him. Gradually fade out your imitative prompt.

What if the child is able to sign to request an item, but only if the item is present?

  1. The child signs for an item.
  2. Say the name as the child signs and repeats it as you hand the child a small amount of the item.
  3. Put the item out of sight and wait for the child to repeat the sign.
  4. Gradually move the item to a different location. Let the child watch you as you put the item in the location. Give the child more of the item when he requests it when it is out of sight.

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