This study evaluated the effectiveness of a teaching procedure derived from an analysis of joint control to teach math skills to students with autism spectrum disorder. Given the limited amount of evidence on teaching procedures derived from the analysis of joint control to teach students with autism, additional investigations on this topic were warranted. Two participants were taught to count a specific number of items from a larger set using a joint control training procedure. Participants were trained to emit a self-echoic rehearsal response. The study utilized a multiple-probe-across-participants design. The effects of the joint control training procedure were measured by tracking the cumulative number of trained and untrained responses acquired. Probe data were collected across all conditions of the study. Procedural fidelity data were also collected to ensure the procedures were reliably implemented. The results of the study were presented through line graphs showing the rate of skill acquisition for each participant for trained and untrained responses. This study expanded upon the existing literature on the analysis of joint control. Data from this study suggested that students with autism could acquire novel, untrained responses in the absence of teaching, following the use of a joint control training procedure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]