and Castillo (2018) studied the effects of two different types of DRL schedules (full session and spaced responding) under 2 sets of stimulus conditions (with and without signals). Reduced rates of responding maintained under both types of DRL schedules, when signals were included. The present study represents a replication of procedures by Becraft et al. involving learners with autism spectrum disorder (ASD). The results replicated those of Becraft et al. in that responding in both full-session and spaced-responding DRL schedules was low, but not eliminated. These results provide preliminary evidence to suggest that children with ASD are responsive to signals in DRL arrangements, which may set the stage for evaluation of signaled DRL arrangements for socially significant response forms.