Vestibular input (VI) activities are linked with skill learning, engagement, and communication. This study investigated the influence of VI activities on the responses of non-verbal children with autism spectrum disorders (CWASD) when prompted to request a reinforcer using picture exchange communication. A single subject alternating treatment design was implemented. Three participants were selected from a classroom supporting non-verbal CWASD. Baseline data points were collected over a 1-week period followed by treatment phase where three data points were collected over a 4-week period. Participants engaged in VI activities or a control activity prior to a picture exchange communication activity. Data were documented by a professional panel. Data analysis included visual and statistical analyses. Participants' responses increased significantly after receiving VI. An immediate effect was identified. This finding holds value for educators and therapists aiming to increase the consistency and pace of responding and skill learning in CWASD. Participants responded differently to the two treatments. The findings hold value for therapists and educators to support responsiveness and skill learning to aid communication in CWASD. Interdisciplinary collaboration between occupational therapists and speech-language pathologists is highlighted.