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This study compared the effects of a conventional approach and a progressive approach to discrete trial teaching when teaching tact relations to 12 children diagnosed with autism spectrum disorder (ASD). The conventional approach was informed by best practice guidelines for teaching receptive and expressive language (Green Focus on Autism and Other Developmental Disabilities, 16(2), 72-85, 2001 (See CR12); Grow & Leblanc Behavior Analysis in Practice, 6(1), 56-75, 2013 (See CR14)) and other relevant research (e.g., Graff & Karsten Behavior Analysis in Practice, 5(2), 37-48, 2012 (See CR11); León & Rosales Journal of Behavioral Education, 27(1), 81-100, 2018 (See CR31); Majdalany et al. Journal of Applied Behavior Analysis, 47(3), 657-662, 2014 (See CR36)). The progressive approach was informed by guidelines outlined by Leaf, Cihon, Leaf, et al. International Electronic Journal of Elementary Education, 9(2), 361-372, (2016a (See CR24)) and Leaf, Leaf, McEachin, et al. Journal of Autism & Developmental Disorders, 46(2), 720-731, (2016c (See CR26)). In this study, highly vocal-verbal participants diagnosed with ASD were randomly assigned to the conventional or progressive condition and received 20 sessions of intervention. Following intervention, statistical analysis was used to evaluate and compare the effects of each condition. Although both were effective in teaching the participants tact relations, there was a statistically significant difference in the number of tact relations learned in the progressive condition when compared to the conventional condition., Author(s): Christine M. Milne [sup.1] [sup.2], Justin B. Leaf [sup.1] [sup.2], Mary Jane Weiss [sup.1], Julia L. Ferguson [sup.2], Joseph H. Cihon [sup.1] [sup.2], Matthew S. Lee [sup.2], Ronald Leaf [...]