When a functional analysis indicates problem behavior is reinforced by socially mediated consequences, functional communication training (FCT) is a commonly prescribed and well-established intervention (Carr & Durand, 1985; Tiger & Hanley, 2008). One limitation of FCT is that although problem behavior decreases, the functional communication response (FCR) might be emitted at exceedingly high rates (Betz, Fisher, Roane, Mintz, & Owen, 2013). Honoring high-rate requests may be undesirable, as the continuous delivery of preferred items can result in poor health outcomes (e.g., when asking for sweets or other food) or the disruption of daily activities (e.g., when asking for activities that require time and resources). Further, and most importantly, delayed or denied reinforcement of communication can lead to degradation of the FCR or resurgence of problem behavior (Briggs et al., 2018). One potential solution is to establish stimulus control of the FCR through a multiple schedule. However, several studies have demonstrated difficulty with establishing discriminated responding across multiple schedule components (Saini, Miller, & Fisher, 2016). It is unclear if the production of discriminated responding within a multiple schedule is due to the programmed stimuli, or if some other variable is responsible for the development of stimulus control. The aim of this line of research was to identify effective and efficient strategies for teaching children with autism spectrum disorders (ASD) to discriminate periods of reinforcement through multiple schedules. More specifically, the objective of Experiment 1a was to replicate and extend the findings of Landa and Hanley (2016). This research was extended by including a topographically dissimilar stimulus in an effort to enhance saliency of the schedule-correlated stimuli. Results indicated that multiple schedules may not always be effective at producing discriminated responding. The objective of Experiment 1b was to evaluate three variations of multiple schedules with no carryover of stimuli across conditions to determine the optimal method for facilitating discriminated responding in a multiple schedule. Results indicated that, even with varied discriminative stimuli, discriminated responding emerged after a similar number of sessions; however, discriminated responding was never obtained for some subjects. The objective of Experiment 2a was to evaluate the variables controlling responding within a multiple schedule arrangement. Results indicated that all subjects responding were not under the control of the programmed stimuli alone. The objective of Experiment 2b was to evaluate procedures to produce discriminated responding in a multiple schedule arrangement for learners with whom standard arrangements were ineffective. Results indicated that within-stimulus prompts were effective in facilitating the development of discriminated responding. The objective of Experiment 3 was to identify skills correlated with a multiple schedule arrangement effectively facilitating the development of discriminated responding. Results indicated that subject's ability to select and tact colors was strongly correlated with the efficacy of standard multiple schedule arrangements in producing discriminated responding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]