Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules

The purpose of this investigation was to evaluate the effectiveness of a tw o-component reaching package (graduated guidance and visual activity schedu les) in teaching young students with autism to increase on-task and on-sche dule behavior. Four children enrolled in a resource-based classroom in a pu blic elementary school served as participants. An A-B-A-B withdrawal design was used to evaluate the effectiveness of a picture activity schedule on t he percentage of intervals scored as on-task and on-schedule. Generalizatio n measures were taken on the percentage of intervals scored as on-task and on-schedule with novel activities. The results of the investigation indicat e that (a) student performance rose to criterion levels upon introduction o f the graduated guidance procedure, (b) student performance maintained when the picture activity book was available (Book Only) and dropped when the p icture activity book was not available (No Book), and (c) student performan ce generalized to novel activities. The implications of these findings show the importance for future development and use of visual activity schedules to promote the independent functioning of students with autism spectrum di sorders in their least restrictive environments.