ArticleThe Analysis of verbal behavior2021
Teaching Children with Autism to Mand for Information Using "Why?" as a Function of Denied Access.
Article in The Analysis of verbal behavior, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Three-Character Training of Question-Asking (TCT-Q) for Children with High-Functioning Autism Spectrum Disorder: A Randomized Controlled Trial.Behavioral sciences (Basel, Switzerland) · 2025Article
- Jack Michael's Contributions to the Treatment of Autism.Behavior analysis in practice · 2022Article
- Jack and Me.The Analysis of verbal behavior · 2021Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The current study evaluated a procedure used to teach two children with autism to ask "why" questions maintained by causal information about an event. To increase the value of information as a reinforcer, the experimenter denied access to preferred items and did not provide a reason for the denial. Participants were taught to ask "why" questions and were provided with information that led them to access preferred items. To ensure that "why" questions only occurred when the information was valuable, we included a condition wherein access to preferred items was restricted but causal information was available. Both participants learned to ask "why" questions when causal information was not available and refrained from asking "why" questions when causal information was available.
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