Abstract

The present study implemented a picture activity schedule to increase on-task performance and compliance while reducing problem behavior. The picture activity schedule used pictures to represent the corresponding activities the in the students’ classroom environment. The picture activity schedule paired pictures with each activity and instructional procedure the student engaged in. There was an opportunity for the student to select their preferred activity and an opportunity for the student to select the order of multiple activities. There was also a functional communication training procedure implemented for one student during the study, in conjunction with the picture activity schedule. Picture activity schedules are often used to help an individual transition from one environment to another by showing the student where it is they are transitioning. One important goal to accomplish for the contribution and development of behavior analysis is to allow students a sense of autonomy by allowing them to have some “control” over their daily schedule and providing a least-restrictive environment. More specifically, in terms of control, it can be defined as providing the opportunity for the student to make unprompted and independent responses, including preference assessments and arranging the order of work and task completion in their environment. The picture activity schedule provided more instances for student-based decision making, functional communication, and motivation for working. It will also prepare students for a transition from a one-on-one setting to a group skills environment.