Recent literature reviews have highlighted the need to better understand the relation between speaker and listener behavior when teaching learners with autism spectrum disorder (ASD). The current paper outlines the practical implications of evaluating the emergence of tact and listener behavior during instruction for the opposite relation, as presented in the preceding article "Evaluating the Efficiency of Listener and Tact Instruction for Children with Autism." Modifications of those procedures for clinical use as well as future directions for research in this area are presented.