Resumo

MARTINS, Jade Cristine Trindade  e  SOUZA, Carlos Barbosa Alves de. Mand Teaching for People with asd: A Systematic Review. Av. Psicol. Latinoam. [online]. 2022, vol.40, n.3, 4.  Epub 04-Jul-2023. ISSN 1794-4724.  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.11000.

Mand training for people with autism spectrum disorder (ASD) has been frequent in behavioral-analytic investigations. Some conceptual and systematic reviews on mand teaching have been carried out, but they have limitations the present study sought to overcome. The present systematic review analyzed experimental studies in mand teaching for people with ASD, seeking to identify (a) participants' characteristics, settings, independent (iv) and dependent variables (DV), and results, and (b) to explore possible relations across the analyzed categories. Searches in the databases Scopus, Web of Science, and PubMed using the term "mand*" combined with the terms "autism," "developmental disability"*, or "intellectual disability*" found, after applying the inclusion/exclusion criteria, 176 articles published up to September 2020. Most studies were conducted in schools with children with a pre-existing verbal repertoire. The most used ivs and DVs were differential reinforcement, prompts, and establishment of motivating operations to teach mands for items/ information, and functional communication training to problem behavior reduction. There was at least partial effectiveness in most of the teaching interventions of all DVS identified; however, it seems important to provide more detailed analyses of how these outcomes vary with the participants' pre-intervention repertoires. Further investigations of mand training for people with absent or limited verbal repertoire and young people and adults with ASD are suggested.

Palavras-chave : Mand; autism spectrum disorder; behavior analysis; systematic review.

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