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A review of the literature was conducted regarding the use of activity schedules. Articles in peer-reviewed scienti c journals were identi ed that evaluates the use of activity schedules with individuals with ASD.e review deals with a total of 28 case studies with 93 participants that met the inclusion criteria. e review analyzes the articles from ten aspects. A quantitative synthesis of outcomes and a summary of studies of individuals with ASD are presented in tables. A school setting was used most frequently, and a teacher was identi ed as the conductor in 78.6% of the studies. ese results indicated that activity schedules have been applied successfully in the eld of education. Also, play/leisure skill was the most popular targeted skill, when activity schedules were used for school-aged individuals. As a result, the ndings of this review provide further support for the use of activity schedules as an e ective tool for modifying various targeted skill in various setting when utilized for individuals with ASD.

e purpose of this study was to compare the relative e cacy of the Picture Exchange Communication System (PECS) and an Apple iPad to promote requesting behavior and speech in children with autism spectrum disorder (ASD) and limited functional speech. e two participants underwent training, which helped them to make requests with the PECS or an iPad. e results revealed that both the PECS and iPad were e ective in promoting speech. While the acquisition of skills was fast with the PECS, vocal imitation was noted when learning with the iPad. However, no signi cant di erences were observed in the acquisition of requesting skills between the two systems. ese ndings may be bene cial when considering the choice of augmentative and alternative communication for teachers and therapists who teach functional communication to children with ASD and limited functional speech. It is suggested that they try multiple systems and make a decision based on the results. Regardless of the system used, a certain level of voice imitation ability in the child may have a positive e ect on the promotion of speech. Further studies are recommended to devise an iPad training program and manual and modify the used application. Furthermore, it is recommended studies be conducted with more participants to verify the e ectiveness of imitative speech and speech promotion using a speech-generating device.

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e current study used a liquid fading procedure to establish milk consumption in a child with autism spectrum disorder. Before the study started the participant was still drinking powdered infant formula and had refused to switch to whole milk. All procedures, including data collection, were implemented by his mother through consultation in a home setting. e liquid fading protocol consisted of 8 steps, in accordance to the procedures used by Luiselli, Ricciardi, and Gilligan (2005) with modi cation. Baseline and intervention phases were evaluated by using a changing criterion design. At the end of the intervention the participant had reached 100% whole milk consumption within 3 months; this result was maintained 1 and 3 months later. e social acceptability of the intervention, as indicated by the mother, was high. is study suggests the e ectiveness of antecedent-based intervention, without escape extinction, by the parent in a home setting; the procedure was able to be implemented through consultation.