Leisure Skills Research Articles

The Effectiveness of Peer-Based Interventions on the Development of Leisure Skills in Children and Youth with Neurodevelopmental Disorders: A Systematic Review

ABSTRACT Objective To examine and synthesize the evidence regarding the effects of peer-based interventions on the leisure skills of children and youth from 3–21 years of age with neurodevelopmental disorders. Method A systematic review was conducted. Six databases were electronically searched, and 263 records were retrieved and evaluated using standard quality assessment criteria. Results Seventeen articles were included. Three main types of peer-based interventions were identified, peer mediated, peer networking, and peer mentored interventions. Conclusion There is strong evidence to suggest that peer mediated interventions, peer networking and peer mentored interventions can be beneficial for children and youth with neurodevelopmental disorders to increase their participation in social, leisure, and recreational activities and develop their play, social, and leisure skills, and enhance their physical and psychosocial health and quality of life.

Effects of online leisure education on leisure behaviors and experiences among university students

Leisure education (LE) is designed to help foster positive leisure attitudes, identify leisure constraints and opportunities, and develop leisure skills and knowledge. Although LE is effective in many populations, its delivery has been predominantly in-person. We conducted an experimental study of a fully online LE intervention (ONLEI) with 96 university students. Our 8-week intervention occurred on a Moodle platform, featuring pre-module and post-module quizzes, information videos on YouTube, learning activities, online discussion forum, and private journaling. Our fidelity checks suggested intervention participants, on average, watched 63% of the videos, while also increasing their quiz scores. Rates for forum and journal engagement were moderate to low. Multilevel linear modeling indicated the ONLEI group showed statistically better trends for leisure participation, leisure satisfaction, and frustration of competence and relatedness needs in leisure, than the control group. However, the groups did not differ in terms of autonomy frustration and needs satisfaction in leisure.

Current clinical practice patterns and perspectives of Australian hand therapists during the treatment of adults with distal radius fracture: A national survey.

Successful return to pre-injury occupational performance following distal radius fracture (DRF) may be influenced by person and environment factors such as pain, age, social support, and socioeconomic status. The primary aim of this study was to explore Australian hand therapists' current clinical practice and determine whether they consider these factors during the management of DRF. A mixed methods online survey was distributed to members of the Australian Hand Therapy Association. Descriptive statistics were used to examine the quantitative data, and the qualitative data were analysed by content analysis. Of the 120 members who completed the survey, 68% were occupational therapists and 32% were physiotherapists with 74% in the private and 26% in the public health-care setting. Most factors perceived to influence recovery were consistent with person factors and a biomechanical approach. Other factors related to occupational performance, such as social and leisure skills, environment and culture were reported less often. When asked about defining occupational performance, the key categories identified through qualitative open responses were 'performing meaningful activities/occupations', 'performing work/employment', and 'completing activities/function'. The data suggest that hand therapists in Australia primarily identify person factors as key to recovery after DRF. Context and environmental factors that influence occupational performance did not appear to be considered as often during treatment or when defining occupational performance. Further research is needed to explore the contextual and environmental factors that influence hand therapy intervention and determine whether they play a role in the successful return to pre-injury occupational performance following DRF. The survey was conceptualised by the research team, which included two experienced hand therapists and piloted with 10 consumers. Hand therapists (consumers) of various years of experience and discipline (i.e., occupational therapy and physiotherapy) provided feedback to improve the survey in terms of content, comprehensibility, and length. No clients/patients of hand therapists were involved in the development of the survey or the study, and the consumers of the study were considered hand therapists.

Measuring effects of screen time on the development of children in the Philippines: a cross-sectional study

BackgroundScreen time in young children is discouraged because of its negative effects on their development. However, excessive screen media use has been rising, particularly during the global pandemic when stay-at-home mandates were placed on young children in several countries. This study documents potential developmental effects of excessive screen media use.MethodThis is a cross-sectional study. Participants were 24 to 36 month old Filipino children recruited through non-probable convenience sampling from August to October 2021. Regression analyses were performed to test the association between screen time and changes in scaled scores for skills and behaviors determined from the Adaptive Behavior Scale and to identify factors associated with increased screen media use.ResultsIncreased odds of excessive use of screen media of children by 4.19 when parents watch excessively and 8.56 times greater odds when children are alone compared to watching with a parent or other children. When adjusted for co-viewing, more than 2 h of screen time is significantly associated with decrease in receptive and expressive language scores. The effects on personal skills, interpersonal relationships and play and leisure skills were only statistically significant at 4 to 5 or more hours of screen time use.ConclusionThe study found that spending no more than 2 h screen time had minimal negative effects on development and that use beyond 2 h was associated with poorer language development among 2 year olds. There is less excessive screen media use when a child co-views with an adult, sibling or other child and when parents likewise have less screen time themselves.

Perceived Self-Competence of Youths with Visual Impairment in the Expanded Core Curriculum Skills

The purpose of this study was to evaluate the perceived self-competence of youths with visual impairment in Turkey in the Expanded Core Curriculum (ECC) areas. To examine how youths with visual impairment perceive their self-competence within the nine ECC areas, an ECC screening tool developed by the Iowa Department of Education was adapted into a five-point Likert-type scale (ranging from 1 = strongly disagree to 5 = strongly agree). Participants were 118 high school students with visual impairment across Turkey. Statistical analysis procedures included descriptive and nonparametric methods. The descriptive statistics were used to determine how participants perceive their competences in the nine ECC areas. The Mann-Whitney U test was used to compare the differences between the mean ranks of self-competence levels within the independent groups. Gender, grade level, and socio-economic level were the variables that evidenced significant differences (p < .05) among the participants’ self-competence levels in the ECC areas of independent living, career education, orientation and mobility (O&M), recreational and leisure skills. The findings demonstrated that some demographic variables may be considered as possible factors contributing to perceived self-competence of youths with visual impairment. As one of the earliest studies relating to ECC skills of youth with vision impairment in Turkey, practitioners may find value in the construct of Likert-type scale to measure the perceived self-competence of youths with visual impairment in the ECC areas.

Examining the effectiveness of the primary education curriculum in terms of leisure education: an overview of learning outcomes in the Turkish public education system

ABSTRACT The aim of this study is to examine the compulsory and elective course learning outcomes that indicate the goals of the primary education curriculums in terms of leisure education. The data were collected using a structured content form based on qualitative research methodology and were analysed using content analysis, which is a quantitative method. A total of 3013 learning outcomes in the primary curriculum in the 2017–2018 academic year were separately examined and coded by three researchers. Of the 2160 compulsory courses, 326 (15%) included direct leisure education outcomes, and 456 (21.1%) included indirect leisure education outcomes. Of the 853 elective courses, 90 (10.5%) included direct leisure education outcomes, and 182 (21.3%) included indirect leisure education outcomes. The highest learning outcomes of leisure education in the compulsory courses were in Physical Education and Sports and Games and Physical Activities courses, while the highest learning outcomes of leisure education in the elective courses were in Visual Arts and Intelligence Games courses. In conclusion, approximately 25%of the primary education curriculum courses provide learning outcomes in terms of leisure education, but the learning outcomes are focused on awareness and leisure skills, and there is no balanced distribution of leisure education dimensions.

GELİŞİMSEL YETERSİZLİĞİ OLAN BİREYLERE İŞLEVSEL BECERİLERİN ÖĞRETİMİNDE İPUCUNUN GİDEREK AZALTILMASI YÖNTEMİNİN KULLANIMINA İLİŞKİN BİR META-ANALİZ ÇALIŞMASI

Most to least prompting (MLP) is defined as eliminating the prompt over time by starting the teaching with the highest level of prompt that enables the individual to respond correctly. This current systematic review was conducted to identify whether the MLP procedure can be an evidence-based practice for teaching various skills to individuals with DD. To do this, it was (a) used the certainty of evidence system, (b) carried out a descriptive analysis of studies using the MLP procedure (c) effect size was analyzed using Percentage of Non-overlapping Data, Percentage of Data Exceeding the Mean and Tau-U. In this study, a total of 19 studies in which MLP was used in individuals with DD between 2000 and 2021 were examined. In the researches examined, MLP has been used effectively in teaching communication, self-care, and leisure skills to individuals from various age and disability groups. Single-subject research designs were used in all of the 19 studies reviewed.

Leisure Education, Poverty and Recreation Participation

Abstract Individuals living in poverty face a number of challenges that interfere with their ability to create or engage in meaningful leisure and recreation experiences. Although limited access to finances is often the most cited constraint to leisure and recreation participation among those living in poverty, there are a wide range of other constraints on participation: limited leisure skills; knowledge and interests; discriminatory policies; feelings of guilt and shame; and poor physical, social and mental wellbeing. Despite the vast array of policies, subsidized programming and supports that the recreation profession and allied professionals have made available, low-income families continue to struggle to access and create leisure experiences. This case study highlights the innovation of a community-based leisure education delivery system to help low-income families learn about leisure, develop the necessary skills, knowledge, capacities and resources, and gain access to a wide range of leisure and recreation experiences to enhance their leisure repertoire. The success of the agency is embedded in their invested stakeholders, their ability to utilize existing community leisure recreation resources, and their focus on teaching for and through leisure. Because of this agency’s unique approach, the application of leisure education at the community level has positively impacted not only the child, but the family unit and community as well. VIU logo WLCE logo Information Vancouver Island University World Leisure Centre of Excellence © C. Hiebert and J. Oncescu 2015

Адаптивный туризм как форма социализации детей и подростков с расстройствами аутистического спектра

The need for the social adaptation of children and adolescents with autism spectrum disorders determined by its psychophysical development. The organization of basic and additional education of the presented category of chil dren should be carried out on the basis of adapted educational programs that consider specifics of child development. Adaptive tourism classes can fully apply to additional education programs. This direction includes a diverse list of areas of work with children, on the basis of which it is possible to make programs of special and developmental classes for children with ASD. One of the main directions is the development of socialization. Adaptive tourism programs, which include various effective teaching methods, contribute to the development of interpersonal relations, the for mation of group work skills, the development of behavioral peercommunication rules and norms, the development of leisure skills and successful adaptation in a children environment.

The Floor Effect on the ABAS-II in Adolescents with Autism Spectrum Disorder.

The present study aimed at enhancingtheassessment of adaptive behaviorinadolescentswithAutism SpectrumDisordertroughthe Adaptive Behavior Assessment System-SecondEdition. Toovercomethe limits underpinning floor effect,which are commonly observed with the traditionalmethods, the statistical Hessl method and its revision by Orsini, Pezzuti and Hulbertwas adopted.The results showed a more variationusing the former method compared to the latter: a greater impairment in Socialversus Leisure skills emerged. Regarding the Conceptual domain, a greater deficit in Functional Academics was observed. In the Practical domain, we found a greater impairment in Self-Care skills. Conversely, Home Living skills appeared as a strength compared to other skills. The results are discussed in reference toliterature.

Effectiveness of the Family Training Program for the Teaching a Leisure Skill to Children with Special Needs(LEP)

Bu araştırmanın amacı; Otizm spektrum bozukluğu ve zihin yetersizliği olan bireylere bir serbest zaman becerisinin öğretimine yönelik aile eğitim programının etkililiğini belirlemektir. Araştırma Tek Denekli Araştırma Yöntemlerinden Katılımcılar Arası Yoklama Evreli Çoklu Yoklama Düzeyi modeli ile planlanmıştır. Araştırmaya üç anne ve onların OSB tanısı almış çocukları katılmıştır. Araştırmaya katılan anne katılımcıların yaş aralığı arağı 26-41’dir. Çocuk katılımcılardan ikisi erkek biri kız çocuğudur ve yaşları 9-11 arasındadır Araştırmanın bağımsız değişkeni Serbest Zaman Becerisinin Öğretimine Yönelik Aile Eğitim Programıdır (SEZEP). Bağımlı değişkeni özel gereksinimli bireylerin makas ile kağıt kesme becerisini öğrenme düzeyleridir. Hazırlanan aile eğitim programı hem Ev Merkezli hem de Kurum/Okul Merkezli Aile Eğitim Programı olarak ve üç oturum şeklinde planlanmıştır. Hem ev hem okul merkezli yürütülen bu programda, ebeveynler için ayrıca makasla kesme becerisi için bir kitapçık oluşturulmuştur. Hazırlanan kitap üç bölümden oluşmaktadır. Araştırma sonucunda elde edilen bulgulara göre öğrenciler makasla kesme becerisini kazanmışlardır. Araştırmanın izleme verileri kazandırılan becerinin korunduğunu göstermiştir. Ayrıca ebeveynler ipucunun giderek arttırılması yöntemini uygun ve güvenilir bir şekilde kullanmıştır. Bu durum ipucunun giderek arttırılması yönteminin planlı ve kapsamlı bir eğitimle profesyoneller dışında aileler tarafından da güvenilir ve etkili bir şekilde kullanılabildiğini göstermektedir. Sosyal geçerlik verilerine göre ebeveynlerin aile eğitimi programına katılmaktan ve çocuklarına bu beceriyi kazandırabilmiş olmaktan dolayı memnuniyetlerini dile getirmişlerdir. Bu bulgulara göre SEZEP’in OSB ve zihin yetersizliği olan çocuklara bir serbest zaman becerisinin öğretiminde etkili olduğu bulunmuştur.

Influence of Ideational Praxis on the Development of Play and Adaptive Behavior of Children with Autism Spectrum Disorder: A Comparative Analysis.

Background: Traditionally, assessment of praxis skills in children with ASD has focused on the evaluation of aspects related to the planning and execution of actions. This study aimed to evaluate the ideational abilities of children with ASD and analyze possible relationships with the development of play and adaptive behaviors. Methods: 40 children between 4 to 6 years (TD = 20; ASD = 20) were evaluated with the Test of Ideational Praxis, the Revised Knox Preschool Play Scale, and the Adaptive Behavior Assessment System II. Results: Statistically significant relationships were obtained between ideational praxis and play skills development (r = 0.649; p = 0.01), adaptive leisure behavior (r = 0.338; p = 0.04) and social adaptive behavior (r = 0.319; p = 0.04). Results of multiple linear regression models found a linear relationship between ideational praxis and play development (p = 0.005) and adaptive leisure skills (p = 0.004), but not with social interaction skills (p > 0.05). Conclusions: Objective evaluation with a specific ideational praxis assessment facilitates understanding of the ideational abilities and widens understanding of praxis skills and their impact on play and adaptive behaviors in children with ASD.

Examining stereotypy in naturalistic contexts: Differential reinforcement and context-specific redirection.

This study examined stereotypy in naturalistic classroom contexts (i.e., academic programming, leisure skill acquisition) with differential reinforcement of contextually appropriate behavior (DRA). When stereotypy was problematic, redirection to the ongoing activity was provided. Contextually appropriate behavior and stereotypy were measured across all contexts prior to redirecting stereotypy to contextually appropriate behavior. Low levels of stereotypy were observed during the DRA in at least 2 contexts for all 5 participants. Context-specific redirection was added to the DRA if stereotypy persisted, and decreased stereotypy in 9 of the 10 evaluations. The results suggest that stereotypy might not be problematic in all contexts when DRA is present and redirection to contextually relevant appropriate behavior is an effective strategy.

Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs

Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities which include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field.

From Welcoming Unstructured Free Time to Avoiding It

Leisure experience during free time has many benefits yet employed college students have limited available free time. Utilizing semi-structured interviews (N=34) during the spring and fall of 2017, this study explored free time experiences of college students employed on campus. Interviews were transcribed, coded, and analyzed by a team of three researchers. Findings revealed that leisure experiences during both unstructured and structured free time varied based on leisure skills and knowledge. The findings highlighted areas in need of future research regarding how college students employed on campus negotiate leisure experiences during free time.

ДОЗВІЛЛЄВА КВАЛІФІКАЦІЯ УЧНІВ СТАРШОГО ПІДЛІТКОВОГО ВІКУ ЯК СОЦІАЛЬНО-ПЕДАГОГІЧНА ПРОБЛЕМА: РЕЗУЛЬТАТИ ДОСЛІДЖЕННЯ

The article analyzes the use of free time by senior adolescents, the direction of their leisure interests and needs, current forms of leisure activities, determines the social factors of choosing leisure activities, and proves that leisure qualification is a social and pedagogical problem. A number of social problems do not allow young people to realize their potential at a particular stage of life. Of concern is the trend of low levels of professional self-determination of senior adolescents, which is also a social problem. The problem of teenagers' stay in social networks as the main reason for a small percentage of live communication is analyzed. The concept of "leisure qualification" as the ability to choose the types and forms of cultural and educational leisure activities in accordance with the value orientations, to actively participate in various types of animation and recreational activities. An attempt was made to find out the amount of time on weekdays and weekends, free from basic studies, homework, etc. The social factors of leisure qualification of senior adolescents that influence the choice of leisure activities are self-development, entertainment and recreation; the phenomenon of waste of free time, the need to improve leisure skills and improve the level of leisure culture of senior adolescents; the realization of potential leisure requests of schoolchildren is a social problem that requires regulatory and educational regulation.

‘나 홀로 여가’에 대한 질적 메타분석

As the number of single-person households has increased rapidly in Korea since the 2010s, individualization has become prominent not only in consumption and cultural activities, but also in leisure participation. The aim of this study is to synthesize and analyze the existing qualitative studies, and, derive new interpretations of the results using a qualitative meta-analysis method. Of the 149 articles searched using keywords such as 'Leisure Alone' and 'Travel Alone', the final 7 articles were selected. Afterwards, the six-step process was applied to organize and analyze the contents. The results of this study suggested the newly organized key concepts of individualization of leisure and arranged the three stages of 'motivation-experience-convenience'. First, motivation for leisure alone was to escape from everyday life and to feel freedom. Second, in terms of participation experience, individuals became more active, absorbed in leisure, and specialized in leisure skill. Third, in terms of leisure benefit, individuals could feel freedom, discover themselves through self-reflection, and gain peace of mind and happiness. Furthermore, this study suggested main issues in three ways: the influence of social structure on individual leisure choices, two-sidedness in interpersonal relationships, and formation of positive emotions through self-reflection. As a result of our findings, it is hoped that the positive aspects of individual leisure participation is emerged which will eventually contribute to improving quality of life and happiness.

Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities

This study aims at examining the effectiveness of the direct instruction method in teaching leisure-skills of marbling and stone painting to young individuals with intellectual disability. Multiple probe model, which is one of the single subject research methods , is used in the research. A total of three students, consisting of two boys and one girl, were included in the study. Probe, maintenance and generalization sessions were used to evaluate the effectiveness of the direct instruction method in teaching the marbling and stone painting skills and the single opportunity method was used for evaluation. All sessions were conducted in the form of one-to-one teaching procedure. As a result of the study, it was found that direct instruction method is effective in teaching leisure skills of marbling and stone painting to young individuals with intellectual disability, the learned skills were maintained at the end of week 1, 3 and 4 and the subjects were capable of generalizing the skills with different environments, different people and materials. In the opinions of the parents on the taught skills, the parents stated that they were satisfied with the application, that it was beneficial for the development of their children and that they wanted continuation of these activities. Keywords: Intellectual disability, leisure skills, marbling, stone painting, direct instruction method.

An Analysis on Structural Model of Social Support, Leisure Skills and Life Satisfaction of Women Leisure Sports Participants.

An Analysis on Structural Model of Social Support, Leisure Skills and Life Satisfaction of Women Leisure Sports Participants.

Understanding the Role of Summer Camps in the Learning Landscape: An Exploratory Sequential Study

Summer camp is an important setting within the learning landscape of youth—a landscape that also includes school, sports, arts and music, religious settings, home, and eventually, work. While research on camp outcomes is abundant, practitioners and policymakers have little empirical evidence that summer camp participation offers long-term impact and value. The purpose of this study was to build on existing camp research to identify learning outcomes that are highly attributable to camp participation and to determine whether these outcomes are considered important in everyday life. A second purpose was to identify other settings that may contribute to learning outcomes often associated with camp participation. This study used mixed methods design and involved a national sample of 352 individuals (18-25 years old) who had attended camp for at least 3 weeks in their youth and had not worked at a camp. Alumni reported that the development of independence, perseverance, responsibility, appreciation for differences, and appreciation for being present were camp-related outcomes that were highly attributable to their camp experiences and that these outcomes were also of high importance in daily life. Among all outcomes that were highly attributable to camp, study participants noted that camp was a primary setting for developing affinity for nature, how to live with peers, leisure skills, a willingness to try new things, independence, being present, and empathy and compassion. School and home were primary learning settings for other outcomes. Findings from this study help identify where camp is particularly effective in promoting lasting outcomes and areas where camps may need more intentionality and resources.