A Tutorial on Indicating Responses and Their Importance in Mand Training
Mand training is a cornerstone of developing functional communication skills for individuals with autism spectrum disorder (ASD). Teaching individuals how to make mands—requests that arise from motivation—ensures they can effectively communicate their needs. However, one of the main challenges in mand training is ensuring that the individual is truly motivated for the requested item or activity. This is where Indicating Responses (IRs) play a crucial role.
A recent article by Frampton et al. (2024) in Behavior Analysis in Practice explores the significance of IRs in mand training, advocating for a consistent definition and discussing their applications in behavior analysis. This blog post will summarize the key insights from their research, clarify the importance of IRs, and provide practical guidance on using them in mand training.
Understanding Establishing Operations (EOs) and Mand Training
In behavior analysis, a mand is a request that occurs because of an **Establishing Operation (EO)**—a condition in which an individual wants or needs something, making the reinforcer more valuable. For example, if a child is thirsty, they are more likely to request water.
Effective mand training requires:
- Ensuring motivation is present before prompting a mand
- Identifying when an EO is in effect to avoid teaching mands without motivation
- Avoiding rote responding, where a child may mand without genuine need
However, recognizing EOs in individuals with limited verbal skills can be difficult. This is where IRs can help clinicians identify when motivation is present and guide mand training.
The Need for Consistency in Indicating Responses Terminology
The research by Frampton et al. (2024) highlights that over 20 different terms have been used in behavioral literature to describe behaviors that indicate a motivation is present. These terms include:
- Behavioral indication (Drasgow et al., 1996)
- Declared motivation (Carbone et al., 2010)
- Motoric mands (Taylor et al., 2005)
- Nonvocal mands (Pistoljevic et al., 2010)
- Pointing gestures (Nuzzolo-Gomez & Greer, 2004)
The lack of standardized terminology creates inconsistency in research and practice, potentially leading to confusion. Frampton et al. (2024) advocate for the universal adoption of the term Indicating Responses (IRs) to clearly define these behaviors.
Defining Indicating Responses (IRs)
The authors define Indicating Responses (IRs) as behaviors that:
- Identify or reject a reinforcer, such as reaching, looking, or pointing
- Are evoked by an EO, meaning they occur when motivation is present
- Are reinforced by another person, distinguishing them from problem behaviors
How IRs Differ from Mands and Problem Behavior
- A mand is a specific request for a reinforcer (e.g., "I want juice").
- A problem behavior, like crying, may indicate frustration but fails to specify the needed reinforcer.
- An IR helps recognize when motivation is in place, setting the foundation for effective mand training.
By identifying IRs correctly, practitioners can ensure that mands are taught only when motivation is present, leading to quicker mand acquisition and reduced problem behavior.
Using Indicating Responses in Mand Training
Six Applications of IRs in Mand Training
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Detecting EOs for More Effective Training
- Practitioners can observe IRs (e.g., reaching, looking) to confirm motivation before prompting a mand.
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Reducing Prompt Dependence
- Teaching mands based on genuine motivation ensures the child independently initiates requests rather than relying on adult prompts.
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Preventing Teaching Mands Without Motivation
- Without an EO in place, mands may become rote responses, leading to poor generalization.
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Minimizing Problem Behavior
- IRs provide an alternative to problem behaviors that previously served as mands (e.g., crying to get attention).
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Improving Generalization Across Settings
- IRs allow mands to be taught in natural contexts, improving real-world communication skills.
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Expanding Functional Communication for Nonvocal Learners
- IRs help nonvocal individuals (e.g., young learners or those using alternative communication) by offering observable signs of motivation.
By incorporating IRs in mand training, practitioners can significantly enhance communication outcomes for their learners.
Conclusion
Indicating Responses (IRs) are critical in behavior analytic practice, particularly when teaching manding skills to individuals with ASD. They serve as clear indicators of motivation, helping clinicians and teachers:
- Accurately detect when an EO is in place
- Avoid teaching mands without true motivation
- Reduce problem behaviors by reinforcing functional communication
The work of Frampton et al. (2024) provides an essential framework for standardizing terminology and clearly defining the role of IRs in mand training. To explore their complete research, check out the full article here:
📖 Frampton, S. E., Axe, J. B., Davis, C. R., Meleshkevich, O., & Li, M.-H. (2024). A tutorial on indicating responses and their importance in mand training. Behavior Analysis in Practice, 17, 1238–1249. https://doi.org/10.1007/s40617-024-00965-7
By consistently applying IRs in mand training, behavior analysts can enhance communication, promote independence, and improve outcomes for learners with autism and other developmental disabilities.
