Systematic Review of Mand Training Parameters for Students With Intellectual and Developmental Disabilities in School Settings
Education and Training in Autism and Developmental Disabilities
Tapp, M. C., Pennington, R. C., et al. (2021).
Education and Training in Autism and Developmental Disabilities, 56(4), 437-453.
<div>This systematic review explores the characteristics and effects of mand training for students with intellectual and developmental disabilities (IDD) in school settings. </div>
Not stated
1999 to 2019
<div>Pee-reviewed studies with experimental designs</div>
93
<div>Overall, mand training delivered in a school setting had positive effects for 96% of students with IDD. Students included both children and young adults, ages 5 to 21, and predominately included individuals on the autism spectrum or those with intellectual disability. Additional findings include:</div>
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<li>Generalization was reported across novel stimuli (18%), environments (12%), communication partners (8%), and across multiple conditions (12%). </li>
<li>Maintained effects were reported in 34% of studies. </li>
<li>Students responded well to mands that involved powerful reinforcers and motivational variables.</li>
<li>Across studies, the majority of students learned to request tangible items or activities. Other mands included protesting, rejecting, and requests for information, assistance, or attention. </li>
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<div>Limitations to this review include a lack of investigation of study quality or treatment effect size, the potential exclusion of relevant studies, and the use of treatment protocols that may not reflect daily practice within applied settings.</div>
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