This study assessed the influence of strengthening a verbal self-referent statement on later corresponding nonverbal behavior performed outside the treatment setting. Seventeen preschool children were randomly assigned to two groups: (1) Experimental group, in which subjects were reinforced for repeating anti-litter statements; (2) control group in which subjects merely repeated statements unrelated to littering. Subsequent paper-picking behavior in the lavatory was counted. The results suggest that verbal, training can strongly augment the control function of self-repeated instructions in preschool children despite a time lapse between training and opportunity to perform the behavior, and a difference between the training and the performance settings.