Children with Autism Spectrum Disorder (ASD) often exhibit persistent deficits in social communication and interaction, along with restrictive and repetitive patterns of behavior. These characteristics can significantly hinder their ability to navigate social interactions and succeed in academic settings. This study explored the need for interventions that support flexible language and generalization by applying matrix training with a Lag schedule of reinforcement to teach varied intraverbal responses to children with ASD. The research examined whether matrix training facilitates generalization across untrained targets and spontaneous varied responses during peer conversations. A single-subject concurrent multiple probe design was used with three children with ASD, aged 9 to 10 years, selected based on communication deficits. Data collection included baseline assessments, training sessions, generativity probes, generalization, and pre- and post-intervention naturalistic language observations. The findings displayed significant progress in varied intraverbal responses, which transferred to untrained targets. Participants also displayed increased social communication skills, such as asking questions and sharing relevant information, along with reductions in restricted speech and disruptive behaviors. Results suggest that matrix training is a valuable approach for improving communication skills in children with ASD, with important implications for refining evidence-based educational and therapeutic practices to support meaningful language development and social participation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]