At the Child Language Development Center at the University of Rochester, basic research in children's verbal behavior and the exploration of procedures for extending successful laboratory techniques to the typical preschool setting are being continued. Experiments in contingency management and the establishment of requisite antecedent behaviors such as sitting, listening, etc. necessary for preschool activities are being conducted. The Center's operation is based on the theory that verbal behavior as well as other behaviors can be engineered when supportive consequences are contingent upon production of desired behavior. A behavior is introduced to an individual child in a special setting by a teacher. Once the desired behavior has been learned, the child is returned to the"natural" playroom setting where it has been demonstrated that he will again repeat the learned behavior without additional instruction. (MS)