Background/purpose: This study investigates the efficacy of iPad-based interventions in improving communication skills among students with autism, focusing on two participants with minimal functional speech. Materials/methods: A multiple baseline design was employed, consisting of two phases--a baseline phase (A), where the participants had access to an iPad but demonstrated no communicative attempts, and an intervention phase (B), which involved a structured, seven-week training program with bi-weekly sessions. Systematic observations were conducted to measure the frequency of communication attempts and the level of prompting required. Results: Data analysis revealed significant improvements in both participants' ability to initiate requests and engage in verbal interactions using iPad applications. These findings suggest that iPad-based interventions can serve as effective tools for enhancing communication skills in children with autism, providing critical support for their development in academic and social settings. Conclusion: The results underscore the potential of assistive technologies in facilitating meaningful communication for students with autism at schools.