Purpose: This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Methods: Students (n = 43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Results: Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. Implications: This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. [This is the online version of an article published in "Journal of Autism and Developmental Disorders."]