The aim of this study was to determine the impact of a classroom sensory activity schedule (SAS) on cognitive strategy use during task performance. This work studies a single-system AB research design with seven students with autism and intellectual disability. Repeated measures using the Perceive, Recall, Plan and Perform (PRPP) Cognitive Task Analysis were taken during Phase A (teaching) and Phase B (teaching and SAS). Improvements in PRPP total scores and planning subscores were achieved for some students after use of the SAS. SAS may contribute to improved classroom cognitive strategy use for some students with autism and intellectual disability.