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We evaluated the effects of an activity schedule embedded within an iPad on varied play across applications. After establishing a pattern of repetitive gameplay, we taught three children with autism to follow the activity schedule using physical guidance. All participants increased their varied play to four applications per session and demonstrated independent and accurate activity schedule usage. The activity schedule was removed, and responding decreased to baseline levels, demonstrating the activity schedule's control over varied responding. The activity schedule was reintroduced and participant responding maintained when engaging with novel applications.

We evaluated the effects of an activity schedule embedded within an iPad on varied play across applications. After establishing a pattern of repetitive gameplay, we taught three children with autism to follow the activity schedule using physical guidance. All participants increased their varied play to four applications per session and demonstrated independent and accurate activity schedule usage. The activity schedule was removed, and responding decreased to baseline levels, demonstrating the activity schedule's control over varied responding. The activity schedule was reintroduced and participant responding maintained when engaging with novel applications. [ABSTRACT FROM AUTHOR]

A common recommendation with least-to-most prompting is to repeat the discriminative stimulus (SD) with each successive prompt (Cooper, Heron, & Heward, 2007). However, few studies have evaluated this recommendation. We compared repeating the SD to presenting the SD once when teaching intraverbal behavior to children with autism. Results showed that both methods produced acquisition, and repeating the SD produced no greater efficiency in acquisition. [ABSTRACT FROM AUTHOR]