Abstract
The research on the impact of the interrupted chain procedure on the development
of mands is rather restricted to the field of autistic spectrum disorders. The present study
attempts to extend this line of research by using an interrupted chain procedure to teach
children with language delay to mand for missing items under the control of a transitive
motivating operation something that has been demonstrated in few previous studies (e.g.
Albert, Carbone, Murray, Hagerty & Sweeney-Kerwin, 2012; Sidener et al. 2010).
The present study aimed to investigate the impact of the interrupted chain procedure
on the development of the expressive language skills repertoire of pupils with language
delay.
The results indicate that the interrupted chain procedure is a promising strategy for
the development of mands in children with language delay. In addition, that the interrupted
chain procedure is a practitioner and parents friendly procedure as well a valid and socially
acceptable means to increase the expressive language skills repertoire of pupils with
language delay. Further research is needed though in order for more evidence to be
provided about the applicability of this procedure into the field of practice as well as about
its supporting evidence base.
The conclusions of the present investigation are that the interrupted chain procedure
is an effective, socio-ecologically valid means to increase the manding repertoire of pupils
with language delay as well as a practitioners’ and parents’ friendly didactic procedure for
pupils with language delay.