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/ Recreation satisfaction is a complex psychological construct that is difficult to define and measure. Recent approaches suggest that overall satisfaction may be a function of multiple satisfactions derived from specific elements of a recreation experience such as the situational characteristics of a recreation setting or activity and the recreationist's subjective evaluations of the experience. In this paper, a path model of whitewater boating satisfaction was tested using data from a survey of 1210 commercial and 111 private boaters on the Cheat River of West Virginia. The pathmodel included the direct and mediating effects of situational variables and the subjective evaluations of boaters and explained 52% and 54% of the variation in satisfaction of commercial and private boaters, respectively. Factors related to the satisfaction of both groups included a composite variable representing opportunities for challenge, excitement, and skill testing on the river trip; water flow levels; and crowding perceptions. In combination, water flow level and boater's perceptions of opportunities to experience challenge, excitement, and test boating skills were the most important variables for explaining satisfaction of both groups. Additional factors affecting commercial, but not private, boater satisfaction included the motive of escaping the usual demands of life and a social interaction variable. Among private boaters, perceptions of the environmental conditions also contributed to overall satisfaction. The results support the multiple satisfaction approach of previous research. River management implications are discussed.KEY WORDS: Whitewater; River recreation; Satisfaction

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Research on teacher retention and attrition suggests that it may be particularly difficult to fill special education positions in rural, economically disadvantaged, high-minority, and urban schools. Although teacher retention and attrition have received considerable attention in the literature, less is known about the reasons special educators teaching students with autism spectrum disorder (ASD) leave their positions. Using a series of surveys and follow-up phone interviews, the current study sought to provide preliminary information regarding reasons teachers of students with ASD in West Virginia, a predominantly rural, economically disadvantaged state, may leave their positions and identify the supports that may be most influential in assisting them in staying in their positions. Additional directions for research and ways school districts might better support teachers of students with ASD are discussed.