This issue offers seven reports of experiments, two reviews of the literature, and a book review. The lead article by Dunst et al. provides our readers with two analyses of the of response contingent child learning for profoundly disabled participants and their parents. This is interesting and important work that places both children and their parents at the center of the stage. The research also suggests potential behavioral developmental analyses that might be done with typically developing children. Most of all the paper identifies what can and should be done with individuals with profound disabilities, but often is not done. Three of the research reports address contemporary topics in verbal behavior analysis. Each of these analyses incorporates the listener role and the intercept of the speaker and listener. The papers provide protocols that lead the induction of new verbal developmental capabilities, or cusps, that have been identified in recent research in verbal behavior (Greer & Ross, 2007). The intensive tact procedure (Pereira-Delgado and Oblak) replicates and extends findings of the effectiveness of this procedure in expanding non-instructional social verbal interactions by preschoolers with language delays and shows how to induce social verbal behavior without having to wait for incidental opportunities. Specifically, the protocol shows how to provide the prerequisites that allow children to be affected by contact with verbal opportunities when they could not be affected by those opportunities before the intervention. The intensive tact procedure builds generalized reinforcement effect for the emission of tacts. Tacts are the critical foundation for the unfolding of more advanced verbal capabilities and socialization (e.g., naming and conversational units). Until children have the naming capability and are fluent readers the only way that they can acquire tacts is through direct instruction. Once they have naming they can acquire tacts indirectly and that is the capability that Speckman-Collins, Park, and Greer address in the test of the effect of acquiring auditory matching on the listener component of naming. The auditory matching protocol described by Speckman-Collins et al. expands prior work where auditory matching led to either first instances of echoics or exact echoics. In their study, the authors found that the auditory matching protocol resulted in the listener half of naming in children with limited speaker repertoires. Naming was also found to be a collateral outcome of systematic training in observational learning in the Rothstein and Gautreaux paper. Helou, Lai, and Sterkin report new data on the effect of writer immersion on functional writing, particularly the editing aspect of functional writing. Editing is an expanded listener capability. Their work adds to the growing evidence of the utility of the findings from verbal behavior analysis for curriculum objective to reach effective writing to children and youth with and without disabilities. Three of the research reports involve the induction or expansion of observational learning repertories and the manner in which tutoring taps the benefits of observational learning for tutors. Observational contact with contingencies is a critical repertoire. It is a repertoire that is often deficit or missing in some students; however recent work shows how it can be induced or expanded. Research in behavior analysis is currently addressing observational learning with renewed vigor and the result of this work is both surprising and promising (Greer, Singer-Dudek, & Gautreaux, 2006). One of the more promising efforts is the treatment of observational learning as a dependent variable rather that the traditional treatment of it as an independent variable. For too long we have ignored the importance of analyses of how we learn from indirect contact with contingencies of instruction or social interaction and the relation of higher order classes to certain types of observational learning that is key to social behavior. …