Evaluation of multiple schedules with naturally occurring and therapist‐arranged discriminative stimuli following functional communication training

The team taught a child with autism to ask for toys using picture cards. They set up four clear periods: green card meant toys now, red card meant toys later.

Each period lasted a few minutes. The child could only get toys by asking during the green periods. This is called a multiple schedule.

The child quickly learned to ask only when the green card was up. He stopped asking during red card periods. This shows he could tell the difference between the two contexts.

Spriggs et al. (2016) ran the same study and got mixed results. They found colored cards helped kids learn faster, but some problem behavior came back. The current paper only reports the mand data, so the stories don't clash - they just focus on different outcomes.

Greer et al. (2016) looked at 25 similar cases and found the same pattern: clear signals like colored cards make schedule thinning safer. The current study is one example in their larger set.

Ramirez et al. (2025) built on this idea by starting with a fixed 60-second green / 240-second red schedule right away. They showed you can move faster if the signals are strong from day one.

You can use a four-period multiple schedule to teach a child when requests will work. Pick two clear signals - colored cards, wristbands, or table signs. Start with short periods and praise only when the "available" signal is present. This keeps manding strong while you thin reinforcement. Move to longer periods once the child stops asking during the "not available" signal.