We examined the use of computer video models and video rewards to teach generative spelling to a child with an autism spectrum disorder. In Phase 1, Ana viewed video models of her teacher writing target words. After Ana wrote the words correctly, she watched videos of play routines unique to each training word. Ana rapidly learned to spell three five-word sets based on pictures and dictation. In Phase 2, Ana learned to spell four novel words (e.g., lore and tock) that were based on the elements of five words learned in Phase 1 (e.g., tore and lock) and arranged into a teaching matrix of three beginning consonants and three word endings. In Phases 3 and 4, Ana learned to spell subsets of four three-by-three matrices, then immediately proved capable of spelling the remaining words in each matrix. Ana also succeeded on generalization and maintenance tests at home and school throughout the study. Generative spelling thus may be derived from a teaching package that (a) involves video models and rewards and (b) arranges opportunities for learning to recombine initial consonants and word endings. Ana's proficiency in spelling helped her acquire literacy skills commensurate with her general school placement.

We evaluated an intervention package for teaching generative sociodramatic play activities to a young boy with an autism spectrum disorder. In Phase 1, the boy learned computer activity schedules that featured embedded video models of what to say and do. A 3 × 3 instructional matrix defined 9 activities to be performed involving combinations of 3 figurines and 3 actions. In Phase 2, the boy learned to use notebook schedules with pictures cuing sequences of different play activities. Phase 3 clarified and expanded the skills learned so far: Across 3 new instructional matrices, the boy learned 3 of the 9 activities within each matrix using video-enhanced computer schedules. For every activity taught directly, nearly 2 additional activities also occurred. The results recommend video-enhanced activity schedules to teach sociodramatic play and the use of matrix training to program for generative learning outcomes.

A review of selected literature suggests that integrating multimedia computer supports with activity schedules can be an effective way to teach students to manage their work, play, and skill-building activities independently. Activity schedules originally were a means of promoting independent execution of previously learned responses by using pictures and words in notebooks or lists to cue a student's performance of a sequence of activities. As activity schedules subsequently became more technologically elaborate, they also evolved as a means of expanding existing repertoires. Preliminary studies illustrate how activity schedules delivered on the computer may engender new learning via the videos, sounds, dialogue, images, and words employed as instructional stimuli. For the researcher, the blend of computer and notebook activity schedules provides a framework for studies on teaching play, socialization, and communication. For the practitioner, use of activity schedules addresses pressing needs to teach generative and functional skills.

Three-year-old Ray attends a specialized preschool for children with autism. He shares his class with up to six peers and three teachers. Before we began, Ray could expressively identify photographs, enjoyed many of the activity centers in the classroom, and loved playing on the computer-in fact, its only attraction at the time was as a high-tech toy. Not so desirably, he often punctuated his transition from one activity to the next with screams or disruptively loud speech. Ray learned to follow a computer-based schedule that included four classroom centers (Figure 1) within six teaching sessions, and reduced his loud vocalizations by 20% when "on-schedule." Lori is a 6-year-old with Pervasive DevelopmentalDisorder-Not Otherwise Specified whose educational services include homebased instruction. Lori shares Ray's photograph identification skills and love of computer games. Given adult direction, she engages in many activities: reading books, coloring, shooting baskets, dressing dolls, and dancing. On her own, however, Lori typically talks to herself for long periods of time, or repetitively imitates videos, usually only participating in play in response to explicit requests to do so. Lori learned to follow a computerbased schedule within six sessions, and the difference is remarkable in how, without prompting from others, she spends her time at home when she is "on-schedule" (Figure 2).Ray and Lori are examples of children using individualized multimedia activity schedules, technology-based instruction we developed for children with autism.Today, where children with disabilities are concerned, the classroom that isn't adorned with some form of individualized visual supports seems to be the exception. One such support, particularly for children with autism, is the activity schedule (Downing & Peckham-Hardin, 2001;McClannahan & Krantz, 1999). Such schedules, which usually employ photographs, symbols, words, or some combination on placards or in notebooks, serve as cues that can help 40 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

We describe how PowerPoint presentation software can be used to create computer activity schedules to teach individuals with special needs. Presented are the steps involved in creating activity schedules with close-ended and open-ended activities, and for preparing schedules that include photos, sounds, text, and videos that can be used to occasion an individual's engagement in a variety of learning activities.