The study investigated the role of social reinforcement, when teaching two preschoolers with no functional vocal verbal behavior first instances of echoic responses, using rapid motor imitation responding. The dependent variables for the experiment were: (1) echoic tacts (echoics presented under the controlling variables of tacts) and (2) generalized motor imitation responses to the rapid motor imitation antecedent procedure (Ross & Greer, 2003; Tsiouri & Greer, 2003). Three single case reversal experimental designs were implemented, counterbalanced across two conditions: (1) delivery of praise and social reinforcement contingently upon only correct rapid motor imitation and echoic responses and (2) delivery of generalized social interaction on a fixed time schedule without extinction of correct echoic responses. Results showed that the number of echoics significantly increased during the contingent social reinforcement condition, when compared with the fixed time delivery condition, during which data consistently remained at a lower level, while motor imitation responding remained at high levels during both experimental conditions. These findings are discussed in terms of: a) whether motor imitation and vocal verbal imitation comprise two different response classes controlled by different setting events, yet may be joined as higher order operant by the procedure used and b) the importance of social reinforcement, when teaching first instances of echoic tacts, through rapid motor imitation responding. (Contains 3 figures and 2 tables.)