Abstract
Behavior analysts can use activity schedules (i.e., a list of ordered steps with embedded visual supports) to teach skills, such as following schedules, completing chained tasks, varying play, and collaborating with others. The present study examines the effects of an electronic activity schedules with a series of visual, gestural, model, and physical prompts to teach two young girls on the autism spectrum to complete morning and night routines in their home. In addition, the lead clinician assessed the extent there were generalized effects by teaching the parents to implement the routine. Finally, the clinician identified if the activity schedules produced additional benefits, such as decreased latencies to sleep. For both girls, the activity schedules were successful in decreasing challenging behavior and increasing independence with night and morning routines across four clinicians and their two parents. In addition, on average, both girls had decreased latencies to sleep on nights they used the nighttime activity schedule. Limitations and implications of this project are discussed
