(note: this is another installment in an ongoing series on various language therapies)
Mand-Model approach –This is an extension of the incidental teaching model. The mand-model approach involves the teacher or caregiver modeling and/or manding (requesting) a response from the child. In modeling, sometimes known as child-cued modeling, the teacher or caregiver observes the focus of the child’s interest (e.g., a ball) and models the correct verbalization (e.g., “that’s a ball”). If the child makes the correct verbal response the teacher or caregiver then praises the child and provides the object of interest.
example: child reaches for a candy – caregiver keeps candy out of reach, while saying “candy. Say, ‘Candy please!” – caregiver gives candy immediately if child requests, or after a time delay, while modeling correct request if child doesn’t request
Milieu Teaching -As a naturalistic, conversation-based teaching procedure, in milieu teaching the child’s interest in the environment is used as a basis for eliciting elaborated child communicative responses. Milieu teaching includes other strategies, such as incidental teaching, mand-model, and time delay. It is based on behaviorism, but rewards are from natural environment. With incidental teaching the teacher waits for response, while mand-model requires asking (mands) for response. While often the subject of research, few SLPs seem to actually claim to use milieu teaching. Maybe it’s the odd pronunciation.