This investigation was designed to evaluate the effects of scripted direct instruction sessions, role playing with an adult and another child, feedback, in vivo teacher prompting, and praise on typically developing preschoolers’ use of the mand-model procedure; and to evaluate the effects of that use on the communication behavior of their peers with disabilities during snack activities. Six children, three with typical development and three with disabilities, participated in the study. They were grouped in three dyads during snack time, and the use of the mand-model procedure by the typical children and the responses of the children with disabilities were measured. A multiple probe design across subjects was used. The results indicated that (a) the typically developing preschoolers learned to use the mand-model procedure, (b) the preschoolers with disabilities responded to the mands and models after their peers began to use the procedure, (c) inappropriate behavior by the children with disabilities increased with the introduction of the mand-model procedure and then subsided, and d) unprompted requests increased for two of the three children with disabilities.
Comparison of attitudes of children with typical development toward children with disabilities in 2012 and 2017
