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Recently, researchers have investigated the effectiveness and efficiency of presenting secondary targets during learning trials for individuals with autism spectrum disorder (ASD). This instructional method may be more efficient than typical methods used with learners with ASD, because learners may acquire secondary targets without additional instruction. This review will discuss the recent literature on providing secondary targets during teaching trials for individuals with ASD, identify common aspects and results among these studies, and identify areas for future research. Key words: autism spectrum disorder, instructional efficiency, instructive feedback, additional stimuli, nontarget stimuli Early intensive behavioral intervention is likely to be costly (Jacobson, Mulick, & Green, 1998) and comprehensive (e.g., Lovaas, 1987); thus, it is important to identify procedures that lead to increases in instructional efficiency. One poten-tial method to increase instructional efficiency involves the presentation of additional stimuli (hereafter referred to as secondary targets) within learning trials (Vladescu & Kodak, 2013). For example, within a teaching interaction, the instructor presents a primary target (e.g., labeling a picture of a couch). After the learner labels the couch, the instructor presents a picture of a bed and the statement, “This is a bed, ” but the learner is not required to respond, and no feedback is provided if a response is provided. Later, the instructor may assess the learner’s ability to label the photo of the bed. Although this instructional arrangement has been used with a variety of populations over the past 20 years (e.g., typically developing learners and those with learning, emotional, and cognitive disabilities