The purpose of this study was to determine the effects, if any, of the implementation of a systematic training package targeting caregivers of autistic children. The training package focused solely on mands and included a question-and-answer session, role play, classroom observation and virtual teacher performance rate and accuracy (TPRA) measure to mastery on the accuracy of learn units delivered by two caregivers. Collateral effects on the emission of mands by three toddlers with developmental delays under the care of the participants were examined in the home and school settings.
This was a case study that included features of a multiple probe across participants’ design. The study investigated the topography and frequency of mands, as well as compared sessions to criterion for mand objectives in the school setting.
Both caregivers mastered mand learn unit delivery after receiving the TPRA virtually. All three toddlers emitted more gestural and vocal mands, fewer mands in the form of crying and grabbing and in the post-probe observation, and in novel response topographies after their caregivers received errorless TPRAs.
Definitive conclusions or functional relations cannot be drawn from this research as only two participants were included. In addition, confounding variables such as group family training and speech therapy were not withheld for the duration of this case study.
Caregivers learned to identify different mand forms and reported changes of frequency of response topographies subsequent to the training package. In addition, the three toddlers mastered novel mand objectives in the school setting from 1.5 to 2.5 times faster. The caregivers were successful when targeting the most recently mastered mand objective.
Caregivers reported their children were less frustrated when trying to communicate their wants and needs, and the children emitted novel mand topographies in the post-training package phase. Results highlight the importance of caregiver involvement in the toddler years in terms of mastery and generalisation of repertoires and maximizing opportunities to elicit functional vocal verbal behaviour.
Caregivers were trained to deliver mand instruction using the teacher performance rate accuracy measure and data were collected across both school and home settings. A training package was developed to target common questions and issues faced by caregivers of young (0–5) children.
