Skip to main content
SpringerLink
Log in

Mands for Information Using “How” Under EO-Absent and EO-Present Conditions

  • Brief Report
  • Published:
The Analysis of Verbal Behavior Aims and scope Submit manuscript

Abstract

The present study replicates and extends previous research on teaching “How?” mands for information to children with autism. The experimental preparation involved mand training in the context of completing preferred activities and included training and testing under conditions when the establishing operation (EO) was present and absent. Results show that two children with autism acquired mands for information using How? only in situations where information was valuable (i.e., the EO was present); they then consistently made use of the information provided in activity completion. Generalization to novel, untaught situations was assessed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

  • Carr, J. E., & Miguel, C. F. (2013). The analysis of verbal behavior and its therapeutic applications. In G. J. Madden (Ed.), APA handbook of behavior analysis (Vol. 2, pp. 329–352). Washington, DC: American Psychological Association.

    Google Scholar 

  • Endicott, K., & Higbee, T. (2007). Contriving motivating operations to evoke mands for information in preschoolers with autism. Research in Autism Spectrum Disorders, 1, 210–217. doi:10.1016/j.rasd.2006.10.003.

    Article  Google Scholar 

  • Fiorile, C. A., & Greer, R. D. (2007). The induction of naming in children with no prior tact responses as a function of multiple exemplar histories of instruction. Analysis of Verbal Behavior, 23, I71–I87.

    Google Scholar 

  • Greer, R. D., Yaun, L., & Gautreaux, G. (2005). Novel dictation and intraverbal responses as a function of a multiple exemplar instructional history. The Analysis of Verbal Behavior, 21, 99–116.

    PubMed Central  PubMed  Google Scholar 

  • Kurtz, P. F., & Lind, M. A. (2013). Behavioral approaches to treatment of intellectual and developmental disabilities. In G. J. Madden (Ed.), APA handbook of behavior analysis (Vol. 2, pp. 279–299). Washington, DC: American Psychological Association. doi:10.1037/13938-011.

    Google Scholar 

  • Lechago, S. A., Carr, J. E., Grow, L. L., Love, J. R., & Almason, S. M. (2010). Mands for information generalize across establishing operations. Journal of Applied Behavior Analysis, 43, 381–395. doi:10.1901/jaba.2010.43-381.

    Article  PubMed Central  PubMed  Google Scholar 

  • Lechago, S. A., Howell, A., Caccavale, M. N., & Peterson, C. W. (2013). Teaching “how?” mand-for-information frames to children with autism. Journal of Applied Behavior Analysis, 46, 1–11. doi:10.1002/jaba.71.

    Article  Google Scholar 

  • Marion, C., Martin, G. L., Yu, C. T., Buhler, C., Kerr, D., & Claeys, A. (2012). Teaching children with autism spectrum disorder to mand for information using “which?”. Journal of Applied Behavior Analysis, 45, 865–870.

    PubMed Central  PubMed  Google Scholar 

  • Shillingsburg, M. A., & Valentino, A. L. (2011). Teaching a child with autism to mand for information using “how”. The Analysis of Verbal Behavior, 27, 179–184.

    PubMed Central  PubMed  Google Scholar 

  • Shillingsburg, M. A., Valentino, A. L., Bowen, C. N., Bradley, D., & Zavatkay, D. (2011). Teaching children with autism to request information. Research in Autism Spectrum Disorders, 5, 670–679. doi:10.1016/j.rasd.2010.08.004.

    Article  Google Scholar 

  • Shillingsburg, M. A., Powell, N. M., & Bowen, C. N. (2013a). Teaching children with autism spectrum disorder to mand for removal of stimuli that prevent access to preferred items. The Analysis of Verbal Behavior, 29, 51–57.

    PubMed Central  PubMed  Google Scholar 

  • Shillingsburg, M. A., Bowen, C. N., Valentino, A. L., & Pierce, L. E. (2013b). Mands for information using “who?” and “which?” in the presence of establishing and abolishing operations. Journal of Applied Behavior Analysis, (in press).

  • Williams, G., Donley, C. R., & Keller, J. W. (2000). Teaching children with autism to ask questions about hidden objects. Journal of Applied Behavior Analysis, 33, 627–630. doi:10.1901/jaba.2000.33-627.

    Article  PubMed Central  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Marcus Autism Center, 1920 Briarcliff Road NE, Atlanta, GA, 30329, USA

    M. Alice Shillingsburg, Crystal N. Bowen & Amber L. Valentino

  2. Emory University School of Medicine, 1920 Briarcliff Road NE, Atlanta, GA, 30329, USA

    M. Alice Shillingsburg

Authors
  1. M. Alice Shillingsburg
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Crystal N. Bowen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Amber L. Valentino
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to M. Alice Shillingsburg.

Additional information

Amber L. Valentino is now at Trumpet Behavioral Health.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Shillingsburg, M.A., Bowen, C.N. & Valentino, A.L. Mands for Information Using “How” Under EO-Absent and EO-Present Conditions. Analysis Verbal Behav 30, 54–61 (2014). https://doi.org/10.1007/s40616-013-0002-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40616-013-0002-7

Keywords

Search

Navigation