Leisure skills instruction for adolescents with severe or profound developmental disabilities

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.