Objectives <p>The present study aimed to evaluate the effects of instructive feedback (IF) on the emergence of untrained intraverbal responses in children with autism spectrum disorder (ASD) and developmental disabilities who use augmentative and alternative communication (AAC). The study also examined the occurrence of untargeted intraverbal responses during intervention and maintenance phases.</p> Methods <p>A concurrent multiple probe design across participants was used with three children diagnosed with ASD and developmental disabilities. Participants were exposed to instructional sessions incorporating IF embedded within teaching trials. Data were collected on correct intraverbal responses and untargeted responses across phases.</p> Results <p>All participants demonstrated the emergence of untrained intraverbal responses following the implementation of IF. In addition to targeted outcomes, participants produced several untargeted intraverbal responses during both intervention and maintenance phases, suggesting generalized effects of IF.</p> Conclusions <p>The findings suggest that IF may be an effective strategy for promoting the emergence of untrained intraverbal responses in children with ASD who use AAC. These results contribute to the limited literature on advanced verbal behavior interventions for AAC users and highlight the need for further research examining generalization, maintenance, and application across diverse communication contexts.</p>