Step 2.2 Use strategies based on applied behavior analysis to elicit target behaviors
Use modeling, mand-models, time delay, and/or incidental teaching techniques to elicit the target behavior within intervention contexts and arranged environments that were identified in Step 1.3.
Sometimes, engaging the toddler in a language-rich and responsive interaction within an arranged environment will result in the learner demonstrating the target behavior. However, if the toddler does not demonstrate the target behavior, applied behavior analysis (ABA) techniques can be used to elicit the target behaviors. This should still be within the context of an arranged environment and with an interventionist who is using responsive interaction techniques.
These strategies can be used with pre-linguistic toddlers, with some modifications. Instead of expanding on a verbal response, the communication partner would map language onto the target behavior, such as pointing.
Applied Behavior Analysis Interventions
- Modeling,
- Mand-modeling,
- Modified time delay
- Incidental teaching
Review more about each ABA intervention.
Modeling
Modeling is a verbal or visual demonstration of the correct response requested of a toddler.
Team members implement modeling by:
- establishing shared attention,
- presenting a verbal or physical model,
- expanding the response and providing the requested material (if the toddler responds to the model correctly),
- providing another model (if the toddler does not respond or is inaccurate),
- expanding the response and providing the requested material (if the toddler responds to the model correctly), and
- stating the correct response and providing the material (if the toddler does not respond or does not repeat the model correctly).
Mand-Modeling
Mand-model procedures incorporate a question, choice, or direction (mand) into the activity prior to initiating a modeling procedure.
Team members implement mand-modeling by:
- establishing shared attention;
- presenting a verbal direction (mand) or question;
- expanding the response and providing the requested material (if the toddler responds correctly);
- giving another direction or model (depending on the toddler’s needs for support), if the toddler does not respond or does not respond with a target;
- expanding on the response and providing the requested material (if the toddler gives the target response); and
- saying the target response and providing the material (if toddler still does not give the target response or repeat the model exactly).
Modified Time Delay
Time delay is a practice that focuses on fading the use of prompts during activities. With this procedure, a brief delay is provided between the initial requests/questions and any additional instructions or prompts. The use of modified time delay, or waiting, before providing a verbal prompt allows toddlers to initiate the verbalization and encourages them to become aware of nonverbal cues.
Interventionists implement modified time delay by:
- establishing shared attention;
- waiting 3-5 seconds for the toddler to make a request/comment;
- expanding on the request/comment and providing the requested material/activity (if the toddler initiates at the target level);
- providing a mand or model, depending on the toddler’s need for support (if the toddler does not initiate at the target level;
- expanding on the response and providing the material (if the toddler responds correctly);
- saying the target response and providing the material (if the toddler still does not give the target response or repeat the model exactly).
Incidental Teaching
Incidental teaching can be used to help toddlers elaborate on requests they have made. The interventionist encourages the learner to initiate interactions and manipulates the environment to elicit a request, and then uses a question to encourage an elaboration from the toddler.
Team members implement incidental teaching by:
- setting up the environment to encourage learners to request assistance or materials,
- waiting for learners to initiate the request,
- responding with a request for elaboration (if the learner does not initiate with the target response),
- continuing to prompt for elaboration until the learner responds appropriately, and
- using model, mand-model, or modified time delay procedures, depending on the needs of the learner (if the learner does not initiate a request).
(Adapted from Hancock & Kaiser, 2006)
