Speaker immersion is a tactic that uses multiple establishing operations to increase speaker behavior for individuals with limited mand and tact repertoires. The purpose of this paper was to evaluate the effects of speaker immersion on the number of independent mands, tacts, and autoclitics emitted by young children with verbal delays. In the first experiment, two children who emitted autoclitic mands in instructional settings, but not in non-instructional settings, participated in 60-minute speaker immersion sessions for three days. Results showed that speaker immersion was effective in increasing the number of independently emitted autoclitic mands in a non-instructional setting for both participants. In the second experiment, two children with independent mands, tacts, and autoclitics in instructional settings, but not in non-instructional settings, received daily, 10-minute speaker immersion sessions. Results showed that speaker immersion also resulted in increased mands, tacts, and autoclitics for these participants. Outcomes are discussed in terms of establishing operations and the utility of speaker immersion as an instructional tactic. (Contains 2 figures.)