Leisure Skills Instruction for Adolescents with Severe or Profound Developmental Disabilities

Abstract

This investigation (a multiple probe design across behaviors) analyzed the effectiveness of a constant time delay procedure in teaching leisure skills to adolescents with severe or profound developmental disabilities. Data collected on specific dependent variables indicated increases in participants' approaches toward available leisure materials, choices made, appropriate use of leisure materials, and duration of sustained attention to leisure activities as they acquired leisure skills. Concurrently, classroom personnel offered their students an increasing number of opportunities to engage in self-determined behavior and in leisure activities. Results of the study are discussed in terms of designing instructional programs for individuals with severe or profound developmental disabilities that enhance both the learners' leisure skills and self-determined behavior.