This study compared no-no prompt to flexible prompt fading to teach four children diagnosed with autism spectrum disorder expressive labels. Using an adapted alternating treatment design, we evaluated the effectiveness of both systems to teach each participant to expressively label 10 pictures of athletes. The researchers evaluated the effectiveness, preference, and responding during teaching trials and probe trials for each participant across the two teaching conditions. Results indicated that both prompting procedures were effective, that no-no prompt was more preferred than flexible prompt fading for the majority of participants, and that flexible prompt fading resulted in a higher percentage of correct responding during teaching trials. The results are discussed as it applies to clinical implications and areas for future research.