Individuals with autism spectrum disorder (ASD) have marked deficits in social communication and social interaction skills. In the present investigation, activity schedules and video modeling were combined to assess their impact on social interaction skills of children with ASD. An adapted alternating treatment design was nested within a multiple probe across participants design to first assess the effectiveness of each procedure to teach showing to four preschool aged participants with ASD and then to compare the differential effects of electronic versus video enhanced activity schedules. Two participants acquired social skills faster in the video enhanced activity schedule condition, one participant acquired social skills faster in the electronic activity schedule condition, and one participant learned at a comparable rate across interventions.
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