This study compared the use of delivering a single instruction (e.g., Who is it?) versus varied instructions (e.g., What's their name? Who is this? What about this one?) when teaching three children diagnosed with autism spectrum disorder (ASD) novel expressive label targets via direct telehealth. The present investigation utilized an adapted alternating treatments design nested into a multiple probe design, to teach participants to expressively label pictures of cartoon characters using either a single instruction or varied instructions. The goal of this study was to evaluate the acquisition, effectiveness, and efficiency of the two different procedures for each participant. The results demonstrated that while students learned all targets in both conditions, skill acquisition rates were slightly higher for the majority of participants using varied instructions via telehealth.