Narrative is the art of conveying a sequence of causally and temporally linked events through monologic telling. Various functions can be served through narratives including sharing experiences, expressing ideas, providing entertainment, and imparting cultural or social values. Narrative language represents an authentic type of language that is useful for assessment and intervention because it can be analyzed according to content and form. The ability to use complex narrative language and produce quality narratives is associated with long-term academic and social benefits (Uccelli et al., 2019; Suggate et al, 2018). Given this crucial link, narrative language is suitable for child language assessment and intervention purposes. This dissertation comprises three studies that focus on the utility of narratives as a medium of assessment intervention for young and school-age children, along with augmentative and alternative communication (AAC) narrative intervention for school-age children with autism. Data were collected in diverse settings and contexts. Study methodologies included a correlational design with matched pairs of participants, a cross-sectional design, and a single-case multiple baseline design. The results have implications for the use of narratives in the assessment and intervention of children with diverse language support needs. Collectively, these three studies advance our understanding of narrative assessment with children with and without disabilities and contribute valuable insights into the potential of AAC narrative interventions for children with autism. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]