Three procedures for correcting errors made during discrimination training were examined: error statement (saying ‘no’), modeling the correct response, and No Feedback. Six children with autism (age 3–7 years) were taught to match words to pictures with each of the three procedures, and the number of trials to mastery was compared across conditions. Results varied across participants. Two participants performed as well with no feedback as they did with an error correction procedure; two acquired skills slightly more quickly with an error correction procedure than with no feedback, but showed no difference between error correction procedures; one did best with error statement; and one did best with modeling. Results indicate that the choice of error correction procedure can have a large effect on rate of skill acquisition but that the optimal procedure may vary across individuals. Copyright © 2006 John Wiley & Sons, Ltd.