ABSTRACTThis single case study investigated the effects of instructional variables on the initial acquisition, generalisation, and discriminative components of a requesting response in respect of two toothbrushing items. In Experiment 1, the effects of several teaching strategies (receptive language training, natural context training, and quick transfer training) on the acquisition of a requesting response were assessed. The quick transfer training method produced a requesting response with respect to both items. Requesting behaviour also generalised to a novel stimulus condition. In Experiment 2, quick transfer discrimination training resulted in the acquisition of a discriminated requesting response. Implications for assessment and training of spontaneous requesting skills are presented.