<![CDATA[Functional verbal communication is a central target of intervention for children with Autism Spectrum Disorder (ASD), yet response to structured behavioral teaching varies across learners and settings. This study examined changes in functional verbal communication following an Applied Behavior Analysis (ABA) intervention using Discrete Trial Training (DTT) in an Islamic inclusive school. The study involved six children with ASD and used an A-B-A single-case experimental structure consisting of four baseline sessions (A1), ten intervention sessions (B), and four post-intervention baseline sessions (A2). The primary outcome was the observed level of functional communication during teaching opportunities; interviews and documentation were used as contextual sources. Data were examined through phase-based visual analysis of level, trend, variability, immediacy, and overlap. All six participants showed stable, low A1 scores, followed by a marked increase during B. The plotted scores increased from an A1 range of 1.0–2.0 to 7.5–8.7 at the end of the intervention phase. During A2, scores remained above the initial baseline for all participants, ranging from 5.5–8.0, with small within-phase fluctuations. The pattern is consistent with improvement and maintenance of functional communication, although the A-B-A design, small sample, single-school setting, and absence of reported inter-observer agreement limit causal inference and generalizability. The study therefore supports the value of structured DTT in this context while indicating the need for replication with stronger controls, independent observers, and longer follow-up.]]>
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