Manipulation of motivating operations and use of a script-fading procedure to teach mands for location to children with language delays.

Two boys with language delays joined the study. They were four and five years old.

The team hid a favorite toy to create an establishing operation (EO). The child wanted the toy but could not see it.

Therapists first gave a full script: "Where's car?" They faded words over trials until the child asked alone.

Both boys learned to say "Where's [toy]?" in only five to seven sessions.

The mand stayed strong for three to four weeks and showed up with new toys, people, and rooms.

Rosenthal et al. (1980) showed that children only use mands under the exact cues you teach. Hattier et al. (2011) add one key step: first create an EO by hiding the item, then teach the mand. The EO makes the child need the words.

Carnett et al. (2016) later used the same idea with iPads. Two children with autism learned to ask questions on a speech device after the team hid objects. The 2016 study extends the 2011 script-fading method to high-tech communication.

Frampton et al. (2024) explain why this works. Watch for pointing or reaching. These indicating responses show the EO is active and ready for teaching.

You can create quick teaching moments every day. Hide the cookie, the iPad, or the bubbles. When the child reaches or looks around, prompt "Where's [item]?" and fade your help. In one week you can turn a non-veral reach into a clear question that lasts.