Objective: This research was aimed to investigate the possible relationship between Sidedness and communicative function in autistic students. Methods:40 autistic students with age average 10 years and 8 month (SD = 2 years and 5 months) were chosen. The sampling method was conven- ience. Communicative function questionnaire was completed by the students parents. An observation checklist was used to examine handedness, footedness, and dominant eye and ear. Using of t-test, Wilcoxon, Friedman and Mann-Whitney test, covariance analysis data were analyzed. Results: Research findings showed statistically significant difference between left-Sidedness, right-Sidedness, ambidexterity groups in their average numbers of communicative function also between ambidexterity and definite Sidedness preference groups (p>0.05). Left-Sidedness group acquires most average numbers of communicative function, but in both, ambidexterity group acquires less (p>0.05).  There is no significant difference between the same and different handedness, footedness, eyedness and earedness groups in their communicative function. Conclusion: This finding reveals that stability of sidedness performs important role in having high language and communication skills. The results could be approval of cerebral lateralization abnormality and importance of interventions rehabilitationin autistic students which can help terapists and parents.