Leisure Skills Instruction for Adolescents with Severe or Profound Developmental Disabilities

摘要: 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 participants' approaches toward available materials, choices made, appropriate use and duration sustained attention activities as they acquired skills. Concurrently, classroom personnel offered their students an increasing number opportunities engage self-determined behavior activities. Results study are discussed terms designing instructional programs for individuals disabilities that enhance both learners' behavior.