<p>Our purpose in this study was to examine the effectiveness of equivalence-based instruction (Griffith et al., Griffith et al., 2018) to teach time-telling skills to children with autism spectrum disorder (ASD) and intellectual disabilities. Three children with ASD, intellectual disabilities, or both participated in the study, which employed a concurrent multiple baseline design across subjects. Each participant was taught 24 discrimination relations that consisted of matching analog clock faces and printed digital clocks to dictated times. Following training, participants were assessed on their ability to match analog-to-digital and digital-to-analog clocks and to orally name the times without explicit instruction. Generalization was evaluated by using real digital and analog clocks, both with and without a second hand. Results indicated that all three participants showed significant improvement in analog-to-digital and digital-to-analog matching. While oral naming skills also improved, additional teacher support was necessary for optimal learning. When a second hand was not included during the training phase, its presence during generalization tended to decrease correct responding across participants.</p>