Abstract
Two Autistic students (C. A. 10 and 10) were trained to hand the "Renrakucho (note-book) " to classmates as a response to the teacher's instruction "Bring it to (name of a classmate)." Program had two teaching phases, Phase I : "Visual matching between classmates and their pictures" in which the students were required to complete a puzzle made by a photo-picture of classmate, and to bring the picture to the corresponding classmate. Phase II : "Matching between classmates and their auditory names, " in which the tasks of puzzle making and carrying an object to the named classmate were performed under the control of auditory name presented by a teacher. Each phase contained four or five small steps. Results showed that after the training described above, both students handed the notebook more correctly compared to the performance in the baseline. The effect of multiple use of matching tasks was discussed.
