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This research replicated and extended a study by Williams, Donley, and Keller (2000). In that study, children with autism received a box with an object inside and learned to ask ‘‘What’s that?,’ ’ ‘‘Can I see it?,’ ’ and ‘‘Can I have it?’ ’ to have the name of the object, to see the object, and to get the object, respectively. The purpose of the present research was to determine if the three questions (a) were three independent repertoires of behavior, (b) constituted three instances of a single functional response class, or (c) belonged to a chain of behavior. The 3 boys with autism who participated responded independently to each question when the consequences for each question were altered. This indicates that the three target responses were three independent repertoires of behavior, each one re-inforced and maintained with its specific consequences. Thus, this procedure serves to teach children with autism to ask questions with flexibility according to a variable context. DESCRIPTORS: question asking, verbalizations, autism, language acquisition, ver-bal behavior, establishing operations Asking questions is a complex verbal be-havior that for most children with autism does not emerge until it is explicitly taught. Many researchers have been successful at teaching these children to ask questions such as ‘‘What’s that?,’ ’ ‘‘What’s inside the box?,’’ Partial support for this research comes from a grant from Cajastur to the first two authors. We thank Jo-seph Spradlin and Jennie Keller for reviewing previous versions of the manuscript; all the teachers who par-ticipated in this research; the principals of the School Santa Marı́a del Naranco in Oviedo, Spain, and the David Gregory School in Paramus, New Jersey; and the children’s parents. Details of the procedure and data-collection protocol are available upon request to the first author