Clearly, imitation is linked to a variety of skill areas. As a result, children with autism and developmental delays are less likely than their typical peers to perform well in many areas of development, including play and speech. The purpose of this study was to determine if a simple, teacher-friendly strategy could be implemented that would affect peer imitation skills in children with autism spectrum and developmental disorders. A single-subject multiple baseline design was applied across four participants to determine the impact of a multicomponent visually cued imitation strategy. Results indicated that participants' imitation skills increased and reliance on physical prompts decreased. The results are discussed in terms of the amount of imitation that occurred, the level of prompts used, and the activities engaged in.