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; Grow & Leblanc "Behavior Analysis in Practice," 6(1), 56-75, 2013) and other relevant research (e.g., Graff & Karsten "Behavior Analysis in Practice," 5(2), 37-48, 2012; León & Rosales "Journal of Behavioral Education," 27(1), 81-100, 2018; Majdalany et al. "Journal of Applied Behavior Analysis," 47(3), 657-662, 2014). 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) and Leaf, Leaf, McEachin, et al. "Journal of Autism & Developmental Disorders," 46(2), 720-731, (2016c). 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.