The purpose of this study was to evaluate the use of an interrupted chain procedure and a time delay with full physical prompts, in the establishment of peer manding, within a naturally occurring classroom routine. The participants included three preschool aged children with autism spectrum disorder (ASD), who used a tablet-based speech-generating device to communicate. Using a multiple baseline across subjects design, the participants were instructed to complete an arts and crafts activity, with an item needed to complete the activity in possession of the peer listener. Training included a three-second time delay with full physical prompts, which was used to evoke correct responding. Participants were exposed to this paradigm until responding reached a mastery criterion of 80% independent peer manding across three consecutive sessions. All three participants acquired the ability to mand from the peer using the training procedures, two of the three participants demonstrated maintenance of the acquired skill. Limitations and considerations for future investigations are also discussed.