Seven 18- to 32-month-old children received from seven to 26 experimental sessions each between October 1966 and April 1967. A session lasted from 5 to 15 minutes and concerned control over the verbal responses of the children with token-operated reinforcement devices. In order to make the results of the experimental sessions meaningful, an attempt was made to describe the entering verbal repertoires of the children by observing vocalizations outside and within the sessions. The objectives of the experiment were different for children of different ages. The four children under 22 months of age at the beginning of the project were involved in the elicitation of echoic responses only. It was found that it was possible to elicit complex or multicomponent echoic responses by strengthening each of the components separately. For the three older children, 30 months of age or more, the goal was to expand the verbal capacity of the child beyond acquisition of mere arbitrary echoic responses to the acquisition of more meaningful utterances. The results were encouraging that such a goal is practicable. Teachers and parents can and should be trained in the strategies of eliciting vocal verbal responses from young children. (WD)