The most researched and effective practice for instructing children with Autism Spectrum Disorder (ASD) is applied behavior analysis (ABA; Baer, Wolf, & Risley, 1968; Reichow, 2012; Smith & Eikeseth, 2011; Virués-Ortega, 2010). ABA is a scientific approach to systematic instruction, data collection, and data analysis based on observable behaviors and measurable outcomes (Baer et al., 1968). One commonly used procedure in ABA is discrete trial training (DTT). DTT is a heavily researched instructional strategy for children with ASD (Smith, 2001) across a variety of skill acquisition tasks (language, daily living skills, gross motor skills, fine motor skills, etc.). A discrete trial is a small unit of instruction, consisting of five parts: (1) presentation of stimulus and establishing operation; (2) prompt; (3) response from child (or nonresponse); (4) consequence; and (5) intertrial interval (brief pause before next cue is presented; Smith, 2001). Discrete trials are ideally implemented in a distraction free setting, although, when teaching in a classroom, this is not always possible. This article offers early childhood special educators a step-by-step guide with a framework, rooted in evidence, for teaching nonvocal children with ASD to use speech-generating devices to effectively communicate.