The paper examines aspects of effective language intervention with autistic children. An overview is presented about the nature of language, its perception and comprehension, and the production of speech-language. Assessment strategies are considered. The second part of the paper analyzes traditional and communications-based intervention programs. Reasons for limited success of traditional behavioral intervention programs are cited including failure to consider the social-motivational and cognitive bases of language. The alternative of a communication-based approach is offered which emphasizes training in the natural environment with a focus on developing skills rather than on speech and language communicative skills. Specific language intervention suggestions are given for nonverbal, echolalic, and older autistic children. Goals of traditional and communications-based approaches are contrasted. The final part of the paper examines ways in which language and communication intervention can be accomplished in the classroom. (CL)