Adults with autism spectrum disorder (ASD) are characterized by difficulties in social interactions and functional communication skills, and the presence of repetitive behaviors and restrictive interests (American Psychiatric Association, 2013). These characteristics can adversely affect the daily functioning of individuals with ASD and pose problems for them in obtaining and maintaining stable employment. In addition, their limited ability to engage in leisure activities can also diminish their quality of life (Garcia-Villamisar, & Dattilo, 2010; Patterson, & Pegg, 2009). Employing an iPad2®, the present study used a multiple-probe design across six participants to investigate the effects of a most-to-least prompting procedure on independent leisure engagement with iPad2® apps. Data on the duration of leisure engagement was also addressed. In addition, this study examined the impact of a visual schedule on the participants’ independent transitioning between leisure activities on the iPad2® as a part of daily routines. The results suggest the intervention was effective in increasing the level of independence and leisure engagement of the participants. However, differences in screen touch-sensitivity and limited compatibility between apps caused difficulties for some of the participants at times. In addition, the caregivers of the participants responded to a survey regarding the social validity of the interventions, including their social perceptions of the use of these commonly available devices, and the stigma associated with these devices. The results indicated the caregivers felt the interventions with the iPad2® were effective improving participants’ independence and leisure engagement. They also thought the individuals would stand out less in the community with the use of the iPad2®. / Special Education

Children with autism spectrum disorder (ASD) often do not use their leisure time appropriately. Previous studies have shown that children with ASD tend to engage in inappropriate actions and maladaptive behaviors (such as engaging in stereotypy and tantrums) that decrease their quality of life. Establishing age-appropriate leisure skills is important for these children as these skills have been recognized as fulfilling habilitative needs, and can increase the quality of life and social acceptance and decrease the amount of stress for these individuals. The present study used a multiple baseline across-participants design to investigate whether children with ASD can learn and maintain the skill of photography. Eight children (5 boys and 3 girls, ages 5-16) with ASD were taught using behavioral skills training to engage in an appropriate leisure skill–taking pictures. When mastery criterion was met during training (participants were able to take two consecutive pictures following the six operationally defined steps), participants completed a follow-up three weeks later to examine whether they were able to maintain the skill. Six out of the eight participants were able to successfully learn how to take pictures. This study furthers the current literature on teaching leisure skills to children with ASD and future studies can focus on expanding appropriate leisure skills that are taught to children with ASD, as well as measuring the effects (i.e. social, therapeutic) of learning photography, in addition to other leisure skills.