By Matt Harrington, BCBA · Behaviorist Book Club · Research-backed answers for behavior analysts
A mand for information is a verbal operant controlled by a motivating operation related to missing information and reinforced by the receipt of that information. When a child encounters a question they cannot answer, the gap in their knowledge creates a motivating operation that makes information-seeking behavior more likely. The response "I don't know, please tell me" functions as a mand because it specifies the reinforcer, which is receiving the answer, and is maintained by the consequence of actually obtaining the desired information. This distinguishes it from a simple statement of "I don't know," which does not include a request component.
The primary prerequisite is an echoic repertoire, meaning the child can reliably imitate verbal models of appropriate length and complexity. Since the procedure uses echoic prompting to teach the information-seeking response, the child must be able to repeat multi-word phrases. Additionally, the child should be able to attend to verbal stimuli, sit for brief instructional trials, and have at least some existing verbal behavior. The child does not need existing intraverbal skills, as building these is the goal. A motivation to engage in learning activities, which can be supported through effective reinforcement, is also important for procedure success.
Constant prompt delay involves two phases. In the initial phase, the echoic prompt is delivered immediately after the question with zero delay, ensuring the child consistently produces the correct information-seeking response. After the child demonstrates reliable responding at zero delay, a fixed time delay, typically two to five seconds, is introduced between the question and the prompt. During this delay, the child has the opportunity to produce the mand independently before the prompt is delivered. The delay remains constant across trials. As the child begins responding independently during the delay period, the prompt is effectively faded because the child produces the response before the prompt occurs.
Track both the mand and the intraverbal response as separate data points. After the child mands for information and receives the answer, present the original question again in a subsequent trial. If the child answers the question correctly without needing to mand again, intraverbal acquisition has occurred. Track the number of times the child needs to mand for the same information before the intraverbal response is established. Over time, you should see a pattern where fewer mand-information cycles are needed for each new intraverbal target, indicating that the learning mechanism is becoming more efficient.
If the mand is occurring but intraverbal acquisition is not following, several modifications can help. Increase the number of times the answer is presented after each mand. Have the child echo the answer immediately after hearing it. Present the question again with a shorter delay to provide an immediate opportunity for the intraverbal response. Use questions related to highly motivating topics so the information has inherent reinforcing value. Consider whether the child is actually attending to the answer by requiring eye contact or orientation toward the speaker before providing the information. If the child is producing the mand as a rote escape response, the motivating operation may need to be strengthened.
The original research used vocal verbal behavior, but the principles can be adapted for children using augmentative and alternative communication systems. The key components, a motivating operation for information, a response that requests that information, and reinforcement through receiving the information, are mode-independent. A child using a speech-generating device could be taught to select a button or icon sequence that communicates a request for information. The subsequent intraverbal acquisition may proceed through the same mode or may involve different response topographies depending on the child's communication system and capabilities.
Generalization programming should address multiple dimensions. Vary the question types beyond those used in initial training to include novel content areas and formats. Conduct teaching trials across different settings, with different therapists, and during different activities. Train natural communication partners, including caregivers and teachers, to recognize and reinforce the information-seeking response when it occurs in everyday contexts. Create naturalistic opportunities by embedding unknown questions into preferred activities and routines. Monitor generalization probes to verify that the response is occurring in untrained contexts with untrained stimuli.
The specific response form can and should be modified to be appropriate for the individual child and their communication context. The essential functional components are acknowledging that the answer is unknown and requesting that the information be provided. Alternatives might include "I need help," "Tell me," "What is it," or any other functionally equivalent response. The choice should consider the child's current verbal abilities, the social conventions of their environment, and what will be most effective and natural sounding. Some practitioners teach a shorter response initially and expand it as the child's verbal repertoire grows.
This procedure is most appropriate for children who have established echoic repertoires and are beginning or early in their intraverbal development. It can be introduced alongside direct intraverbal instruction as a complementary approach. Some practitioners introduce it as one of the first intraverbal-related targets because it creates a learning mechanism that accelerates the acquisition of all subsequent intraverbal targets. If the child already has a moderate intraverbal repertoire but responds with errors to unknown questions, the procedure can be introduced later to teach the discrimination between answerable and unanswerable questions.
The mand for information is a foundational question-asking skill that can serve as a building block for more sophisticated information-seeking behavior. Once a child reliably seeks information when they cannot answer a question, this response class can be expanded to include other forms of questions such as asking who, what, where, when, why, and how questions in natural contexts. The motivational basis, seeking information one does not have, is the same across all question-asking behavior. Teaching the initial mand for information establishes the operant class and the associated motivating operation, making it easier to expand the repertoire to include more varied and complex question forms.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.