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Abstract
The purpose of this study is to use contrived establishing operations (EOs) through interrupted-behavior-chain procedures to observe its effects on the behavior of requesting the location of an item in children diagnosed with autism. This study is an extension of the previous research conducted by Lechago et al. (2010) on teaching the mand “where” using several different interrupted behavior chain procedures. This study aims to determine if three children between the ages of 5 and 7 with autism can generalize the use of “Where is it?” across different contexts and activities. The results from this study showed that contrived EOs were effective in increasing the percentage of independent responses of asking for the location of a missing item across all three participants and produced generalization across novel contexts.
