One of the diagnostic features of Autism Spectrum Disorder (ASD) is delay or difficulty with language development and reciprocal communication (American Psychiatric Association, 2013). Thus, developing interventions to target these difficulties is of high social significance for behavior analysts working with children with ASD. One intervention that may be effective in teaching children with ASD relevant skills is Direct Instruction (DI). The current study further replicates language skill development using the DI curriculum, Language for Learning, with a 10-year-old boy diagnosed with ASD using an a priori, nonconcurrent multiple baseline across skills design. The study also evaluates the generalization of newly learned skills outside of the curriculum designed probes with a pre- and post-intervention assessment using Assessment of Basic Language and Learning Skills Revised. Results and implications are further discussed in relation to the appropriateness of behavior analysts using DI as an effective teaching strategy for clients with ASD.