Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities

ABSTRACT

The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed.

Conflict of Interest

Virginia L. Walker, Stephanie N. DeSpain, and James R. Thompson declare that they have no conflict of interest.

Notes

¹ The SIS-C (Thompson et al., 2016) is a product of the American Association on Intellectual and Developmental Disabilities (AAIDD). https://aaidd.org/sis/sis-c.

Additional information

Funding

Funding for this research was provided by Grant PR Award# R324A110177 from the U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research. The contents of this report do not necessarily represent the policy of the Department of Education and endorsement by the Federal Government should not be assumed.