Echoic-to-Mand Transfer: Empowering Communication Skills in ABA Learners

Effective communication is a cornerstone of ABA therapy, and teaching learners to express their needs and wants is so important. One essential skill in this process is the echoic-to-mand transfer.

Picture this: Mom says, “Cookie,” and her toddler echoes back, “Cookie!” Grandpa signs, “Ball,” and his grandchild mimics the sign. While lounging at the beach, you turn to your friend and say, “I want ice cream.” After a long day of studying, a student puts away their books and heads outside, saying, “Soccer.” These are all examples of echoics and mands in action.

In this post, we’ll cover the basics of what an echoic and mand are, the concept of formal similarity, and provide practical steps for teaching echoic-to-mand transfer. Understanding these concepts is crucial for both ABA professionals and parents who support learners’ development.

And for those new to these concepts, it’s helpful to first read our blogpost on Verbal Operants. This foundational knowledge will make understanding echoics, mands, and the echoic-to-mand transfer much easier.

What is an Echoic?

An echoic is essentially a repetition – when the learner mirrors exactly what the model communicates. This means that the learner’s communication mirrors the instructor in both form and content.

For example: Instructor says, “Cookie,” learner says, “Cookie”

In this example, the learner’s response is an exact mimic of the instructor’s action, demonstrating point-to-point correspondence.

Non-example:

The model says, “Cup,” and the learner signs, “Cup.” This does not have formal similarity or point-to-point correspondence and, therefore, is not echoic.

What is Formal Similarity?

Formal similarity occurs when the antecedent (what the model presents) and the response (what the learner emits) share the same sensory mode. For example, both actions might be visual (like copying printed text) or tactile (like imitating sign language).

What is a Mand?

A mand is a type of verbal operant that functions as a command, demand, or request. It is a way for the speaker to express a need or desire. For example, when someone says, “Pizza” because they want pizza, they are manding for pizza.

Other everyday examples include:

• Asking for a drink of water when thirsty
• Requesting a toy during playtime

Before teaching the echoic-to-mand transfer, it’s crucial that the learner has mastered the echoic procedure. If you need to review how to expand on verbal requesting procedures, please see our comprehensive guide on Verbal Requesting.

Why Manding Matters for Learners

Manding is crucial because it directly benefits the learner by reducing problem behaviors, increasing independence, and enhancing communication skills.

The mand operates under the stimulus control of motivation or the Establishing Operation (EO). In the echoic-to-mand transfer, the model initially uses an echoic procedure and then shifts it to a mand.

4 Tips for Successful Echoic-to-Mand Transfer

As you move from the echoic to mand, keep these four tips in mind:

1. Use highly motivating items and activities to sustain the learner’s interest.
2. Maintain consistency in modeling and prompting to avoid confusion.
3. Be patient and provide ample opportunities for practice to reinforce learning.
4. Reinforce all successes to build the learner’s confidence.

8 Steps to Teach Echoic-to-Mand Transfer

Here is a step-by-step guide to help you teach echoic-to-mand transfer effectively:

1. Assess the Learner’s Current Abilities

Begin by evaluating the learner’s ability to perform echoic responses accurately.

2. Select Target Mands

Choose simple, highly motivating items or actions for initial mands. These should be things the learner is naturally interested in.

3. Model the Echoic Response

Clearly demonstrate the echoic response for the selected target, ensuring the learner can see and hear the model.

4. Prompt the Learner

Use prompts to guide the learner in making the echoic response (if necessary). Introduce highly motivating toys or snacks to encourage the learner to express their desire for these items. The learner might reach for the item, use non-verbal cues, or vocalize their interest.

5. Reinforce Correct Responses

The instructor provides a verbal model, and the learner repeats it. If the learner is new to echoing, provide immediate and positive reinforcement when the learner correctly echoes the model. Positive reinforcement strengthens the likelihood of future correct responses.

If your learner is proficient with echoing, hold the reinforcement here! This is where we introduce the Transfer Trial.

6. Introduce the Transfer Trial

After your response is echoed, ask questions like, “Huh?” or “What do you want?”  This step encourages the learner to make the request independently, rather than just repeating the model.

7. Introduce Manding

Create situations where the learner can use the echoic-to-mand transfer in real contexts. For example, during snack time or play activities, encourage the learner to mand for desired items.

8. Monitor Progress

Continuously assess the learner’s progress and make necessary adjustments to the teaching strategy. Regular monitoring helps identify areas needing further practice or support.

Example:

• Instructor: Holds up a bowl of apple slices, which is a highly preferred snack for this learner.
• Learner: Indicates they want the apple slices by reaching towards the bowl, making a grabbing motion, or using verbal cues.
• Instructor: Models the phrase, “I want apple.”
• Learner: Echoes the phrase, “I want apple.” (Echoic)
• Instructor: Promptly responds with, “What do you want?” (Transfer Trial)
• Learner: Repeats the phrase, “I want apple.” (Mand)
• Instructor: Immediately provides an apple slice and offers praise, saying, “Great job asking for what you want!”

This sequence helps the learner understand that their verbal request (mand) effectively communicates their needs and results in receiving the desired item. By consistently practicing this process, the learner becomes more proficient in using mands independently.

What If the Learner Doesn’t Respond?

If your learner doesn’t respond after the transfer trial, don’t worry! This is an opportunity to use a visual aid. Instead of providing another verbal prompt (which could turn into another echoic response), try showing a picture of the item being requested right after the transfer trial (“Huh?”).

For more strategies on error correction when teaching requesting (manding), be sure to watch our video on Error Correction When Teaching Requesting.

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Mastering the echoic-to-mand transfer is vital for effective communication in ABA therapy. By following these strategies and maintaining a supportive approach, you can help learners express their needs and desires more independently. Remember, consistency and patience are key.

By applying these techniques consistently, you can make a significant impact on your learner’s communication skills.