Establishing operations and the mand.

Michael (1988) wrote a theory paper. It explains how the mand works. The paper says mands are driven by establishing operations.

The author wants teachers to put mands first in language lessons. The paper gives no new data. It builds a map for later research.

The paper finds that needs or deficits make mands stronger. If a child wants water, the need is the establishing operation. The word “water” then works as a mand.

The paper claims this link is the core of early language. Teach the mand first, it says, and other words will follow.

Jones et al. (2010) tested the idea with three preschoolers with autism. They taught “Where is it?” under one need. The mand showed up when new needs came. This extends the 1988 claim into real kids.

Carr et al. (2003) used the same logic to spark first words. They ran a quick motor-imitation game, then gave a water mand model. Nonvocal children spoke and kept the mands later. Again, the 1988 map guided the tactic.

Hineline (2018) stays in theory land but looks at stories, not mands. Both papers swap mental talk for operant talk. They share the same toolbox even though their targets differ.

You can stop guessing what to teach first. Start with strong EOs—thirst, missing toy, need for help—and tie them to one clear mand. Once that mand is solid, use the same EO to bring in new forms like “Where?” or “I need it.” The 1988 paper gives you the rule; the later studies show it works.