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 co
llected 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 ac
tivities 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 ar
e discussed in terms of designing instructional programs for individuals wi
th severe or profound developmental disabilities that enhance both the lear
ners' leisure skills and self-determined behavior.