The ability to adjust language register, or style, according to listener needs was assessed in 38 high-functioning children and adolescents with ASD. Participants were asked to explain the process of going to a restaurant to a series of listeners who varied in linguistic competence. Results showed that participants with ASD spontaneously simplified their language based on a listener's appearance and a brief introduction, but were not as adept at that adjustment as matched controls. Further stylistic adjustments were produced following increasingly specific prompts.