Discrete trial training is a commonly used to teach children with autism spectrum disorder (ASD) and related intellectual disabilities. A number of prompting and error correction strategies can be implemented when using discrete trial training. These strategies need to be effective and efficient. We compared a novel procedure, responsive prompt delay, to most to least prompting and no-no prompting. A parallel treatments design, nestled in a modified multiple probe design (Horner & Baer, 1978), was used to compare the three procedures with three participants. The responsive prompt delay procedure was at least as effective as most to least prompting and no-no prompting procedures for three participants; the time required for each participant to master the skills was variable across procedures.