We evaluated an abbreviated performance feedback intervention as a training strategy to improve discrete trial instruction of children with autism by three paraprofessional staff (assistant teachers) at a specialized day school. Feedback focused on 10 discrete trial instructional skills demonstrated by the staff during teaching sessions. Following sessions, staff received verbal praise from a trainer for skills displayed correctly, and clarification/redirection was given contingent on incorrect performance. As demonstrated in a multiple baseline design, staff rapidly acquired the discrete trial instructional skills with intervention. Improved instruction was maintained up to 11 weeks post-training, and procedures were judged highly acceptable by staff. The benefits of performance feedback, and issues related to staff training, are discussed.