The purpose of this clinical case study is to determine the effect of using scripted verbal prompts to elicit prepositions and verbal requests from a young boy with Autism. RESEARCH QUESTION: Can specific, scripted prompts targeting prepositions and requesting increase the spontaneous use of prepositions and requesting during highly structured Lego therapy activities? METHOD: The clinician working with this child used a hierarchy of specific, scripted prompts to elicit receptive and expressive use of prepositions and increased use of communication acts (e.g. requesting assistance, requesting more information). The hierarchy consisted of first visual prompts, then verbal prompts, then visual and verbal prompts, and finally a model. The prompts were scripted to achieve consistency in prompting, using either questions or open-ended “carrier phrases.” RESULTS: The child demonstrated a significant increase in use of the targeted words and communication acts, with a decrease in prompts as intervention progressed. Additionally, less structured prompts were needed to elicit targets.