Repetitive verbal patterns of speech are a trait associated with high-functioning autism (HFA). For some, this higher-order restricted, repetitive behavior impedes learning, social opportunities, and access to work environments. Despite emerging motivation for establishing social relationships, some individuals with HFA lack the behavioral prerequisites to establish meaningful relationships. The purpose of this study is to demonstrate the effectiveness of teaching interaction to decrease higher-order verbal restricted and repetitive behaviors (RRBs) for four adults with HFA. Through a multiple baseline design across participants, individuals were exposed to a function-based intervention (i.e., teaching interaction) that systematically taught and reinforced alternative communicative behaviors while interrupting repetitive speech with specific feedback. Teaching interaction effectively reduced RRBs and increased alternative conversation for all four participants. Three of the four participants elected to participate in post-intervention maintenance sessions that occurred in individualized naturalistic settings. Their conversation behaviors maintained with one participant receiving one booster session.