Individuals diagnosed with Autism Spectrum Disorder (ASD) may be taught novel skills using various prompting strategies. Some studies have compared effective prompting procedures for these learners. Results have shown that no single procedure has been effective for all learners. Instead, efficiency of each response prompt type varied across participants. Some research suggests that identifying an individual’s preference may help identify an effective treatment. However, it is unknown if response prompt preference corresponds with effectiveness. Thus, the purpose of the present study is to evaluate whether preference corresponds with the most effective response prompt in children with ASD.