(note:  this is another installment in an ongoing series on various language therapies)

Mand-Model approachThis 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.