Applied Behavior Analysis (ABA) is a therapeutic approach focused on improving socially meaningful behaviors, often used to teach communication and life skills. Within this framework, one of the first and most functional communication skills taught is called “manding.” Manding is the technical term for requesting, allowing a person to express their wants and needs. Understanding this concept is foundational for effective communication training, as it gives the learner a direct way to interact with and gain control over their environment.
Defining Manding: The Requesting Operant
Manding is a specific category of verbal behavior, first defined by B.F. Skinner in his 1957 analysis of language. It is unique because it is controlled by a specific internal state, known as a Motivating Operation (MO), and results in a specific consequence. The MO alters the value of an item or activity, making it highly desired, which prompts the request.
The three components of a mand are the MO, the request itself, and the specific item requested as reinforcement. For example, when a person is thirsty (the MO), they say “Water, please” (the mand). Communication is successful only when the specific item requested is delivered immediately afterward, strengthening the likelihood of that request being used again. This direct link means the reinforcement is a specific consequence that directly benefits the speaker.
Why Manding is Foundational in ABA
Manding is often the initial verbal behavior taught in ABA programs because it provides the learner with functional communication. When a person can effectively request what they want or need, they are able to get those needs met, leading to increased independence. This skill gives the learner a powerful tool to influence their surroundings and reduces reliance on others.
The ability to mand also plays a significant role in reducing challenging behaviors, such as crying, aggression, or tantrums. These behaviors often serve as a communication substitute when a person lacks the appropriate language to express their wants. By teaching an appropriate mand, therapists replace the problem behavior with an effective, socially acceptable way to access desired items or activities. This functional replacement reduces frustration and fosters improved social interactions.
Strategies for Teaching Effective Manding
Teaching effective manding begins with identifying a Motivating Operation by finding something the learner truly wants or needs, such as a favorite toy. A common technique involves “contriving” the MO by presenting the desired item but withholding possession, ensuring the learner is motivated to ask for it. This process establishes instructional control and makes the communication meaningful.
Once the MO is established, the instructor uses prompts to encourage the correct request. Prompts can range from a simple echoic prompt, like modeling the word “ball,” to a physical prompt, such as guiding a sign language gesture. Immediate reinforcement is necessary; the requested item must be delivered instantly and unconditionally upon the learner’s attempt to mand.
The final step is prompt fading, where the instructor gradually reduces assistance until the learner makes the request independently. This ensures the learner’s communication is controlled by their own desire (the MO) rather than the instructor’s prompt. The goal is for the learner to generalize this skill, using spontaneous mands across different environments and people.
The Distinction Between Manding and Tacting
Manding is often confused with “tacting,” the ABA term for labeling or commenting on something in the environment. The fundamental difference lies in the antecedent—what controls the communication. A mand is controlled by the speaker’s internal motivation or need (the MO), while a tact is controlled by a non-verbal stimulus in the environment.
For example, if a child sees a cookie and says “cookie,” this is a tact because the sight of the item is the stimulus. If the child is hungry and wants a cookie, saying “cookie” to request it is a mand, driven by hunger. Tacting is reinforced socially, such as with praise, but manding is reinforced by receiving the specific item requested. Understanding this distinction is necessary for therapists to structure teaching sessions correctly.