What Is a Mand in ABA? Understanding Requests and Their Role in Communication
Imagine trying to get a snack, ask for help, or say no — but not having the words to do it. For many children with autism, this is a daily challenge. One of the most empowering early communication skills taught in ABA therapy is the mand — a request.
Mands give children a voice. They teach children to ask for what they want, whether through words, signs, pictures, or communication devices. For many, learning to mand is the first step toward meaningful, independent communication.
What Is a Mand in ABA?
In behavior analysis, a mand is a type of verbal behavior where the speaker makes a request based on their wants or needs.
“Juice.” (when thirsty)
“Help me.” (when struggling)
“All done.” (when finished)
The term “mand” comes from “demand” or “command” — but don’t let that sound negative. Mands are essential communication skills.
Why Are Mands So Important?
Mands are typically the first form of language children develop. They are:
Motivated by the child’s own needs
Reinforced naturally (the child gets what they asked for)
Highly functional in everyday life
Teaching mands helps reduce frustration-driven behaviors like screaming or hitting — because now the child can get their needs met in a clearer way.
How ABA Therapists Teach Mands
Manding is taught early and often in ABA. Strategies include:
1. Identify What Motivates the Child
Manding only works if the child wants the item or activity. Therapists observe what the child naturally reaches for, plays with, or enjoys.
2. Capture the Moment
When the child shows interest (e.g., looking at bubbles), the therapist prompts a request:
“Say ‘bubbles.’”
Use signs or pictures if verbal language isn’t yet present.
3. Prompt, Then Fade
Prompts are provided (e.g., modeling the word), then gradually faded so the child can request independently.
4. Reinforce Immediately
If the child attempts or successfully mands, they immediately receive the item. This builds strong motivation to request again.
5. Use Across Environments
Manding should happen at home, school, therapy — anywhere the child has needs to express.
Forms of Manding
Spoken language: “Cracker,” “More swing,” “I want juice.”
Sign language: Signing “eat,” “open,” or “stop.”
Picture Exchange (PECS): Giving a photo of an item to request it.
AAC device: Selecting icons to say “Play blocks.”
Common Manding Goals in ABA
Ask for help when frustrated
Request favorite foods or toys
Say “all done” to end activities
Request breaks or attention
Say “no” to avoid unwanted items
How Parents Can Support Manding at Home
Watch for motivation
Notice what your child wants and use that moment to practice:
“Oh, you want bubbles? Say ‘bubbles’ first.”
Provide choices
Let your child pick between two items and encourage them to label or gesture their choice.Use consistent language
Use the same words and signs repeatedly to build associations.Celebrate effort
Even if your child says “buh” for “bubbles,” reinforce it. Clear speech comes with time.Avoid prompting for everything
Once your child can mand for an item, wait and see if they do it on their own before prompting.
Real-Life Example
Tyler, age 4, used to cry when his tablet was taken away. His ABA team taught him to say “More iPad, please” using a voice output button. Within two weeks, crying dropped significantly — because he now had a more effective way to communicate.
Final Thoughts
Teaching a child to mand is more than building vocabulary — it’s giving them power, autonomy, and connection. Requests are a gateway to everything else: conversation, self-advocacy, emotional expression. When your child learns to ask, they learn to engage with the world — on their own terms.
