Effectiveness of the instruction realized through activity schedules on leisure skills of children with autism

The purpose of the current study is to examine the effectiveness of the instruction realized through activity schedules on leisure skills of children with autism. For this purpose, the study evaluates the influences of the instruction realized through activity schedules on schedule-follow and activity realization skills of pre-school children with autism; along with investigating the influence of schedule observation and realization instruction on children?s engagement in activities. In addition, the study examines the degree to which schedule-follow skills are generalized to different settings, times and individuals (i.e. teachers); and determines teacher and parent perceptions regarding schedule follow skills, engagement in activities, and realization of activities.Three male pre-school children with autism aged between 4 and 6 enrolled in a special education and rehabilitation center in Eskisehir participated in the study. One of the single subject desgins, multiple probe design with probe conditions across subjects was implemented in the study.Findings revealed that the instruction realized through activity schedules acquired pre-school children with autism to follow activity schedules and to realize activities through these schedules. Both schedule follow and activity realization skills have been maintained even after the implementation process was finalized. In addition, it was revealed that the instruction provided through activity schedules helped children generalize their skills to different setting, times and individuals. It was also found that the instruction addressing the realization of activities and schedule follow skills increased children?s on task in activities. Findings obtained from the interviews with mothers and teachers revealed that they had positive feelings towards instruction which is provided through activity schedules.