The aim of this study was to examine existing findings on spontaneity and effectiveness of communication of children with autism spectrum disorder (ASD). Special attention was paid to users of augmented and alternative communication (AAC). Studies report deficits in spontaneous communication in children with ASD. Such difficulties are even more prominent in those who use AAC. Inherent deficits such as high incidence of intellectual disability, stimulus overselectivity and weak joint attention underlie deficits of spontaneous communication. Highly structured teaching programs and a lack of systematic instruction of spontaneity are external factors that further contribute to its low levels. Time delay, script-fading, video modelling and peer training are evidence based teaching strategies which were proven as effective for increasing spontaneous communication. Priming also shows promising results. Studies investigating AAC demonstrate positive outcomes in spontaneous communication. It is possible that such effects wear off due to unpreparedness of communication partners to facilitate their maintenance. Adult Interactive Style Intervention (AISI) protocol provides adults with instructions on how to change their behaviour in order to increase spontaneous communication in children with ASD. The main contribution of this paper is the translation of the AISI protocol to Croatian. Implications for inducing AISI with AAC users are discussed. Possible implications for further research are presented.