These analyses revealed that family recreation most often involved small combinations of family members - usually mothers and their children - in physical recreation activities (e.g. swimming, walking, bike riding). Parents viewed these interactions as beneficial for enhancing family relationships and providing children, particularly those with a disability, opportunities for skill and self development within an accepting and supportive environment. Difficulties in coordinating family members schedules, finding activities to accommodate wide age and skill ranges, planning demands, and limitations in marketing and promotional materials were among the constraints most commonly identified in relation to the family as a whole and the children with developmental disability. Links to existing family and leisure research, family systems theory, and considerations for future research also are discussed.

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Imagine if you were offered a glance through the lens of a very unique photographer: a member of your community who has an intellectual or developmental disability (ID/DD). A community-based participatory research method, Photovoice, was used to enable seven individuals with ID/DD the opportunity to document their lives through the use of photography and discuss their interests, hopes and dreams. Specifically, this methodology provided them with opportunities to share their concerns about their community access and communicate with the larger community using photographs and the collective ideas of the group. Common themes were revealed among the participants, including their hidden talents, community membership and sense of belonging, consumerism and making choices, desired independence, limited connections to the community and a desire to be treated as adults. Two themes Á community membership and desire for independence Á are expounded upon, as they appeared to be the most relevant to improving one's quality of life and greater selfdetermination.

Two groups (one younger, one older) of children with autism participated in monthly art activities with same-age nondisabled peers at a children's museum. The study sought to investigate the feasibility of offering a cooperatively structured art education class for students with autism and nondisabled students, and to evaluate the effect of joint participation on the students' interactions with one another. Results indicated that both groups of children with autism were targeted for interactions from nondisabled peers significantly more often during intervention than during baseline, even though positive social interaction bids by nondisabled peers were rarely reciprocated and hardly ever initiated by peers with autism.

This study demonstrates the acquisition and generalization of dart skills by three severely multihandicapped adults. The program took place in a community adult development center. By identifying the motor responses required to play darts, a 7-step task analysis was generated to facilitate instruction. Systematic training procedures using applied behavior analysis were implemented. A combination multiple baseline across subjects and changing criterion design was used. The results indicated that not only could this supposedly difficult skill be acquired by severely multihandicapped individuals, but that they could also generalize to other appropriate environments. Acquisition of this skill could help optimize their use of free time for leisure pursuits in a variety of settings.