The ability to communicate is the most fundamental educational outcome leading to academic success (Kearns et al., 2015). This is no different for students with disabilities. Students with autism spectrum disorders (ASD), however, demonstrate difficulty with spontaneous communication and use of functional language throughout a variety of settings (Centers for Disease Control; [CDC], 2020), including academic contexts. Embedded instruction (Jimenez & Kamei, 2015) and systematic prompting (Doyle et al.,1988) have been used as strategies to improve skill acquisition for students with ASD. This study provides support to the existing literature by combining two previously evidence-based practices to increase the verbal behavior of students with autism during reading instruction. A single-subject multiple probe design across three elementary school students with ASD was used to analyze the outcomes of the use of embedded trials and systematic prompting on tacted and intraverbal responses to story questions. In addition, the content and accuracy of the responses were recorded. All students increased their ability to accurately respond and provide verbalizations about a text at the completion of the study. Limitations and future research were discussed regarding implementation of technology, distance learning, and implications due to COVID-19.