Students with special education needs such as autism tend to have difficulty with appropriate play skills and leisure time skills. A lack of play may lead to inappropriate behaviors such as stereotypy or passivity. When students have a limited community of reinforcers it may be difficult for educators to find motivators that can be used to teach language, social, academics, and other skills. The present study tested a treatment package in a small group format on the on-task painting behavior and stereotypy of four boys between 5 and 12 years old having autism. Using a delayed multiple baseline across students experimental design, a functional relationship was demonstrated between an observed increase in on-task painting behavior and decrease in stereotypy of all four students as a function of their participation. Limitations of the present study were also discussed.