This study investigated the influences of instruction performed through activity schedules on engaging-in the schedule skill and fulfilling the activity skills of pre-school children with autism; along with investigating the influence of schedule observation and instruction on children's engagement in activities. Participants were three male pre-school children with autism aged between 4 and 6 who enrolled in a special education and rehabilitation center in Eskisehir in Turkey. Multiple probe design with probe conditions across subjects was implemented in the study. Findings revealed that instruction performed through activity schedules were effective in acquiring the engaging-in the schedule skill and fulfilling the activity skills of the pre-school children with autism.
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