Description: Discrimination training is one of the most important components of early intensive behavioral intervention with children with autism spectrum disorders. In order to design effective discrimination training procedures, behavior analysts and teachers must understand the critical differences between simple and conditional discrimination procedures. This presentation will cover research findings that inform our understanding of stimulus control with a specific application to receptive language programming as described in Grow and LeBlanc (2012). Receptive language refers to responding appropriately to another person's spoken language (e.g., responding to your name, following directions, responding to names and features of objects). Thisworkshop will present five critical best practices for designing and implementing programming for receptive language. In addition, this presentation will describe the potential negative effects for deviating from these recommendations and strategies for troubleshooting and eliminating stimulus control problems that have been created by prior nonoptimal programming. Objectives: At the conclusion of the event, participants should be able to: (1) list the five best practices for receptive language programming; (2) identify the common practices that lead to the most common sources of faulty stimulus control; (3) describe how to arrange trials in order to minimize faulty stimulus control; and (4) identify inadvertent instructor cues that might lead to faulty stimulus control. Activities: Forthcoming. Audience: Psychologists, behavior analysts, practitioners, and graduate students. Level: Introductory