Research indicates that community-based instruction (CBI) for students with extensive support needs (ESN) leads to positive outcomes such as greater access to goods and services, opportunities for inclusive experiences, and an increased sense of belonging and self-determination. On the contrary, CBI is not consistently and systematically implemented with students with ESN of all ages across settings and skill domains. To address this need, we conducted a single-case, a multiple probe across skills design replicated across participants to evaluate the effects of an intervention package comprised of video modeling, visual supports, and the system of least prompts to teach leisure skills to two young adults, ages 21–22 years, with ESN in community settings. The intervention package also included components of goal setting, collaboration with family members and school professionals, and typically developing peers as intervention agents. The community-based intervention package was effective for both participants, who also demonstrated generalization and maintenance of the leisure skills. Social validity measures indicated all participants felt the leisure skills were relevant and valuable. We describe implications for practice and directions for future research related to CBI to promote inclusion and access to community settings for young adults with ESN.
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