When educating young children with autism, it is imperative to use a teaching practice that is supported by evidence-based research. This review examined and synthesized the results of studies targeting the acquisition of verbal requests (mands) by young children with autism. Results indicated that verbal mand interventions are effective at increasing communication for young children with autism. These interventions were primarily implemented in clinical or private school settings by highly trained professionals. There are also several methodological limitations in the articles reviewed. Given the limitations, the researchers discuss implications for practice and future research.