Investigations of verbal control of behavior using correspondence training procedures have focused on the development of verbal control of nonverbal behavior. The present study targeted two socially withdrawn children, one diagnosed as developmentally disabled and one from a bilingual family. A multiple baseline design across subjects was used. Peer-directed talk during play was targeted. Criterion levels of peer-directed talk were established via observations of classroom peers who exhibited no behavior problems. Positive consequences were given to the children when they did what they said they would do; this effectively increased the frequency of talk for the children. All effects were maintained during less intrusive procedures following withdrawal of the corre- spondence training procedures.
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