The paper describes a program of teaching simultaneous communication (total communication) to behaviorally disordered preschool children, and presents the cases of two autistic and two autisticlike children. Simultaneous communication involves tactile, visual, oral, and auditory modalities and combines spoken language with Signed English. Before sign language can be used in a child's treatment, some social interaction, eye contact, and compliance training are needed. To achieve this end, intrusive therapy is used in which a therapist does whatever will make her presence felt by the child. Sign is then paired with verbal speech in greeting, song, rhyme, instruction, and announcement of activity change. Intervention with the four children suggests that sign not only stimulates skill in communication, but often energizes expressive speech as well. (SBH)