For the child who is having difficulty intiating communication, here is a sample use of a Mand-Model teaching approach. Adults should require the child to make a communicative exchange (using words, picture icons or sign language) to get a desired item.  The instructions for the Mand-Model approach are as follows:

1.  The parent/teacher provides a variety of materials in a play situation (or eating situation) to create communication opportunities.

2.  When the child approaches the materials, the parent/teacher initiates the communication exchange by asking (manding) the child for a verbal request or a description (i.e., “What do you want”).

3.  The parent/teacher provides an expansion of the mand if step 2 did not elicit the target behavior.  An example would be, “Say _____” or “Give me the picture symbol” while modeling the sign or pointing to the appropriate symbol.

4.  Production of the target response (the child making the request) following any of the above steps results in verbal feedback plus the parent/teacher providing the requested item.

5. If Steps 2 or 3 fail to elicit the target behavior (comunication), the parent/teacher provides a second model (verbal or gestural), but does not expect a response.

**I would like to add that you may want to guide the child to follow through with pointing, picking up or touching the picture icon or making the expected sign, before providing the item.

The least amount of assistance possible is provided in order to elicit a response.

Along with using the Mand-Model Approach, a detachable communication board with space for picture icons (specific to the child’s needs) may help a non-verbal or low-verbal child’s communicative competence.  Picture icons can be secured with Velcro so that they may be easily detached.

Parents and family members may want to learn some basic sign language signs to help assist with verbal and picture icons. For example, “more,’ “help,” “finished,” and “eat,” “drink” may be a good starting point for the sign language instruction.