The study examined the effect of two instructional interventions (equivalence training and functional object use training) as well as practice alone with 21 autistic children (3 to 16 years old) selected for their visual overselectivity. The study had four phases: 1) pretraining in which potential Ss were trained on matching to sample tasks, 2) pretesting which involved identifying those Ss who demonstrated visual overselectivity, 3) intervention, and 4) posttesting. The intervention phase involved having eight Ss receive an equivalence training program consisting of a four-step match to sample sequence, having another eight Ss participate in a functional object use program of training with pairs of objects, and providing five Ss with unreinforced practice on the pretest tasks. Analysis of individual subject data indicated that equivalence training was more effective than the functional object condition, with repeated practice falling about midway between. The report provides an executive summary and chapters covering an introduction to the study, review of the literature, methodology, results, and discussion. Eight appendixes include samples of the pretraining stimuli, sample configurations of test stimuli, a sketch of the instructional setting, sample data collection forms, the configurations of stimulus generalization probes, behavioral objectives and logical task analyses for three functional object use skills, flowcharts of experimental procedures, and task analyses of overselectivity computations. (DB)