Establishing effective language intervention for those who struggle to acquire it early on has received significant attention from researchers within the field of behavior analysis. The procedures of the present study were adapted from Spurgin' thesis research from 2021, in which a stimulus specific consequence was used during teaching after participants made correct responses. In this case, the stimulus specific consequence was a label for a picture that participants were required to point to during teaching trials. When participants pointed to the correct card, the researcher would label the card and deliver a small wooden block which the participants were told they were working for. In the hear-say procedures, participants were taught one set of cards and instructed to echo the researchers' labels. In the see-say participants were taught a second set of cards and instructed to "beat' the researcher to saying the word. After all cards were taught, were tested with a non-vocal receptive identification test. Immediately following this, participants were tested with a vocal expressive identification test. An extended teaching was included to determine the effects of additional practice within each condition. Results indicated that the participants were able to require some receptive and expressive language but targets often did not correspond. In many instances, receptive mastery did not necessarily lead to expressive mastery or vice versa. Results also indicated that additional practice improved receptive scores but had little impact on expressive scores. Implication for teaching learners with autism as well as typical adults is discussed.