Thirteen studies were reviewed that were conducted using activity schedules with persons with autism to improve social interaction skills and decrease problem behaviors. Results across studies indicate that activity schedules enhanced social interactions and on-task and transition behaviors. Also, investigators in some studies used activity schedules to decrease students' tantrums and other problem behaviors during transitions. Furthermore, researchers in several studies that reported generalization indicated that behaviors learned through activity schedules generalized across settings and persons. Implications for practitioners and for future researchers are discussed.
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