We tested the effect of a Rotated Protocol Immersion package on the emergence of observing responses as prerequisites for more complex verbal developmental capabilities. Three elementary aged students between the ages of 6 and 7 participated. They were diagnosed with autism spectrum disabilities. The treatment condition consisted of total immersion in a rotation of six pre-listener Protocols (Greer & Ross, 2008), designed to induce foundations for verbal developmental capabilities. The participants were selected for their demonstrated lack of early observing responses (Keohane, Delgado & Greer, in press). They did not respond when their names were called, orient toward voices in the environment, or follow instructions. They did not seek out the attention of others unless it was to fill an immediate need. The dependent variables in the study were observing responses; learn units to criterion, instructional objectives met, and incidental performances across instructional and non-instructional settings. We used a time-lagged multiple probe design and found significant increases in the dependent variables. Additionally, the post-probes demonstrated a range of increases in the number and level of complexity of students' observing responses. The results are discussed in terms of theoretical implications, as well as, in the context of behavioral research on child development, and the hierarchy of verbal developmental capabilities. (Contains 6 figures.)