This case study examines the use of two assistive technologies, the Franklin Language Master 6000b and Microsoft PowerPoint 2003, as visual support systems to aid in the vocabulary acquisition skills of a student with autism spectrum disorder (ASD). The intervention used children's literature and best practices in teaching vocabulary skills in tandem with assistive technology. The intervention proved successful in providing the student with opportunities to interact academically and socially with the target vocabulary and to generalize expression in several formate including interactive games, traditional flashcards, folder games and digital story books. (Contains 4 figures.)