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Worldwide, it is an increasing prevalence of individuals diagnosed with autism spectrum disorder. Therefore, effective treatment is essential for the prognosis. Type of intervention offered in Norway is dependent of a range of variables beyond the fact that the treatment has obtained the status as empirical supported, for example professionals’ preferences. This review discusses and shed light on two different perspectives: Cognitive- and developmental perspective and behavior analytic approach. The perspectives are discussed and compared with the focus on interventions that are offered children with autism spectrum disorders to establish language skills and, specifically, how new object-word relations emerge––without explicit teaching. Further, the paper will discuss, and compare these two approaches with the respect to differences and empirical support. The overall goal of an intervention, is independent responding and that children with autism spectrum disorder are learning novel responses, without the need for explicit treatment. Therefore, further research should include research questions that aim to strengthen incidental learning of language, until these children becomes able to learn from theirs’s social environments. [ABSTRACT FROM AUTHOR]