Simultaneous prompting (SP) is a response prompting strategy that utilizes errorless learning to teach individuals a variety of skills. Strategic Incremental Rehearsal (SIR) is a flashcard intervention modified from an original procedure called Incremental Rehearsal (IR). SIR involves prompt fading and the addition of unknown items contingent on the learners proficiency of the previous targets. The current study compared SP and SIR in teaching the receptive identification of household items to elementary school aged participants with intellectual disabilities. The percentage of correctly identified items during assessment was reported, as well as the cumulative number of targets mastered in the second phase. Results from the current study suggest that teaching methods for discrete skills may need to be evaluated on an individual basis.