A review of selected literature suggests that integrating multimedia computer supports with activity schedules can be an effective way to teach students to manage their work, play, and skill-building activities independently. Activity schedules originally were a means of promoting independent execution of previously learned responses by using pictures and words in notebooks or lists to cue a student's performance of a sequence of activities. As activity schedules subsequently became more technologically elaborate, they also evolved as a means of expanding existing repertoires. Preliminary studies illustrate how activity schedules delivered on the computer may engender new learning via the videos, sounds, dialogue, images, and words employed as instructional stimuli. For the researcher, the blend of computer and notebook activity schedules provides a framework for studies on teaching play, socialization, and communication. For the practitioner, use of activity schedules addresses pressing needs to teach generative and functional skills.