Examined were the effects of four teachers' use of a data-based behaviorally oriented planning technique on the verbal labeling performance of eight developmentally delayed children (2-5 years old). Teachers were introduced to a 10-tactic planning technique that included behaviors ranging from simply counting the number of correct and incorrect child responses, to conducting trend analysis and formal error analysis. Teachers were questioned daily regarding their use of the 10 tactics and were observed in using consequating events following a child error response. Results indicated that the planning technique increased correct, and decreased incorrect rates of students' responding. (Author/CL)