Behavior Analysis: Research and Practice, Vol 25(4), Nov 2025, 189-203; doi:10.1037/bar0000314
Activity schedules are an evidence-based practice used to teach autistic students to complete meaningful activities and promote autonomy. However, effectively implementing them in clinical settings, such as residential schools, can be challenging. In this case study, the exploration, preparation, implementation, and sustainment framework was used to guide the development and execution of a class-wide activity schedules initiative in two classrooms, serving transition-aged students who exhibited challenging behavior. The initiative heavily relied on training direct-support professionals (DSPs) and resulted in positive outcomes aligned with the four levels of the Kirkpatrick model. Specifically, a high percentage of DSPs were trained, the number of instructional opportunities increased, and students mastered their relevant individualized education plan goals. Following training, these outcomes were maintained as students continued to assent to instruction and exhibited minimal challenging behavior. Social validity questionnaire responses posttraining suggest that DSPs found the procedures acceptable and believed that the initiative led to each students acquisition of meaningful skills. (PsycInfo Database Record (c) 2025 APA, all rights reserved)