Review of Task Analytic Leisure Skill Training Efforts: Practitioner Implications and Future Research Needs

Abstract

The authors review recreation/leisure training programs that have been conducted with moderately/severely handicapped individuals. Emphasis is placed on data based task analytic, instructional efforts and recent curriculum volumes/position papers. Implications for practitioners are provided, as well as future research needs in the recreation/leisure skill domain.

Training Students With Profound or Multiple Handicaps to Make Requests via Microswitches

“…Few empirical studies on the use ofmicroswitches or other electromechanical devices have been reported in the literature (Nietupski, Hamre-Nietupski, & Ayres, 1984). This has been the case especially for the use of these devices in training programs for individuals with severe disabilities (Burch et al, 1987).…”

Chapter 3: Therapeutic Recreation Programming for Older Adults with Developmental Disabilities

“…tionate amount of time either alone, unoccupied or completing routine non-rewarding tasks (Nietupski, Hamre-Nietupski & Ayres, 1984). They find themselves excluded from "post school" habilitation programs and support resources and with limited opportunities for activity and peer interaction (Nietupski & Svoboda, 1982;Burch, Reiss & Bailey, 1985;Duffy & Nietupski, 1985).…”

“…In the model (see Figure I), the therapeutic recreation process is adapted to incorporate task analytic leisure skill training and observation assessment methods found successful with adults with severe disabilities (Dattilo, 1984;Nietupski, Hamre-Nietupski & Ayres, 1984). The approach is designed as a training modcl to facilitate coordination among caregivers and professionals as activity plans are developed for aging adults with developmental disabilities.…”

Functional Life Skills, Academic Skills, and Friendship/Social Relationship Development: What Do Parents of Students with Moderate/Severe/Profound Disabilities Value?

“…cally oriented skills such as reading (Johnson & Brown, 1974) and math operations (Williams et al, 1974) to the teaching of the functional lifeskills necessary to live, work, and recreate in integrated, community environments (Brown et al, 1979;Falvey, 1989;Gaylord-Ross, Forte, & Gaylord-Ross, 1983;Nietupski, Hamre-Nietupski, & Ayres, 1984;Rusch, 1986;Snell, 1983Snell & Browder, 1987).…”