Skinner (1957) proposed that language is learned behavior, and that the same basic principles of behavior that constitute the foundation of applied behavior analysis apply to verbal behavior. In this perspective, it can be true that humans acquire their ability to talk much in the same way that they learn nonverbal behaviors (reaching, grasping, crawling, etc.). This aspect can verify that the most significant socially significant aspects of human behavior involve verbal behavior. Language acquisition, social interaction, understanding, thinking, perception, and religion are all directly relevant to verbal behavior (Cooper, Heron, & Heward, 2007, p. 527). Therefore, one of the most significant characteristics of children with developmental disabilities is language and communication challenges. Verbal behavior holds promise for explaining and addressing many language problems of children with developmental disabilities including autism. This study has the purpose to suggest scientific and rational interventions for all verbal operants based on functional analysis and multiple control of elementary verbal behavior in several functions of echoic, tact, mand, interverbal, receptive, etc. This study analyzed publication trends and future expectations on verbal behavior and finally made several implications and suggestions at the end of this study in terms of assessment, intervention, and verbal behavior for AAC users. For AAC users, this study provided several strategies to support their learning verbal behavior operants. People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices can help children express themselves.