Purpose: The authors examined longitudinal associations between 2 categories of parent verbal responsiveness and language comprehension and production 1 year later in 40 toddlers and preschoolers with a diagnosis of an autism spectrum disorder (ASD). Method: Parent-child play samples using a standard toy set were digitally captured and coded for child engagement with objects and communication acts and for parent verbal responses to play and communication. Results: After controlling for parent education, child engagement, and initial language level, only parent directives for language that followed into the child's focus of attention accounted for unique variance in predicting both comprehension and production 1 year later. A series of exploratory analyses revealed that parent comments that followed into the child's focus of attention also accounted for unique variance in later comprehension and production for children who were minimally verbal at the initial time period. Conclusions: Child developmental level may warrant different types of linguistic input to facilitate language learning. Children with ASD who have minimal linguistic skills may benefit from parent language input that follows into the child's focus of attention. Children with ASD who are verbally fluent may need more advanced language input to facilitate language development. (Contains 6 tables and 1 figure.)