This study examined the effectiveness of the constant timed delay procedure for teaching two young adults with autism to read, define, and state the contextual meaning of keywords on product warning labels of common household products. Training sessions were conducted in the dyad format using flash cards. Results indicated that both participants successfully acquired the skills and generalized them across materials. Even though participants could not attain criterion on generalization across setting probes before the study ended, there were improvements in performance. The implications of the findings for future research and practice are discussed.