Examined the effects of picture cards on teaching daily living skills such as gathering personal belongings for school, washing hands, gargling, and engaging in academic activities, to 4 students with developmental disabilities. The students were required to turn the pages of the picture card booklet. In the baseline assessment, none of the students emitted the response components of the skills spontaneously. In the training phase, parents taught their children using picture card booklets that represented each behavior component in the skill prompt-fading procedure. The results show that the appropriate behavior occurred and was maintained in the home setting. These results are discussed in terms of the effects of visual prompts in the home setting and of parent training.