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.
BatesP.RenzagliaA. (1982). Language instruction with a profoundly retarded adolescent: The use of a table game in the acquisition of verbal labeling skills. Education and Treatment of Children, 5(1), 13–22.
3.
BerrymanD. (1968). Leisure time and mental retardation. Training School Bulletin, 58, 136–146.
4.
BurkhartL. (1980). Homemade battery powered toys and educational devices for severely handicapped children. RD 1, Millville, PA 17846.
5.
BurkhartL. (1982). More homemade battery devices for severely handicapped children with suggested activities. RD 1, Millville, PA 17846.
6.
CertoN.SchleienJ.HunterD. (1983). An ecological assessment inventory to facilitate community recreation participation by severely disabled individuals. Therapeutic Recreation Journal, 17(3), 29–38.
7.
DayR.DayM. (1977). Leisure skills instruction for the moderately and severely retarded: A demonstration program. Education and Training of the Mentally Retarded, 12(2), 128–131.
8.
FavellJ.CannonP. (1976). Evaluation of entertainment materials for severely retarded persons. American Journal of Mental Deficiency, 81(4), 357–361.
9.
FlavellJ. (1973). Reduction of stereotypes by reinforcement of toy play. Mental Retardation, 11, 21–23.
10.
FordA.BrownL.PumpianI.BaumgartD.NisbetJ.SchroederJ.LoomisR. (1984). Strategies for developing individualized recreation and leisure programs for severely handicapped students. In CertoN.HaringN.YorkR. (Eds.), Public school integration of severely handicapped students: Rational issues and progressive alternatives (pp. 245–275). Baltimore: Paul H. Brookes.
11.
GiangrecoM. (1983). Teaching basic photography skills to a severely handicapped young adult using simulated materials. The Journal of the Association for the Severely Handicapped, 8(1), 43–49.
12.
Hamre-NietupskiS.NietupskiJ.SandvigR.SandvigM.AyresB. (in press). Leisure skills instruction with deaf/blind severely handicapped young adults in a community residential setting. The Journal of the Association for Persons with Severe Handicaps.
13.
HillJ. (1980). Use of an automated recreation device to facilitate independent leisure and motor behavior in a profoundly retarded male. In WehmanP.HillJ. (Eds.), Instructional programming for severely handicapped youth (pp. 101–113). Richmond: Virginia Commonwealth University.
14.
HillJ.WehmanP.HorstG. (1982). Toward generalization of appropriate leisure and social behavior in severely handicapped youth: Pinball machine use. The Journal of the Association for the Severely Handicapped, 6(4), 34–44.
15.
HollisJ. (1965a). The effects of social and nonsocial stimuli on the behavior of profoundly retarded children: Part I. American Journal of Mental Deficiency, 69(6), 755–771.
16.
HollisJ. (1965b). The effects of social and nonsocial stimuli on the behavior of profoundly retarded children: Part II. American Journal of Mental Deficiency, 69(6), 772–789.
17.
HopperCWamboldC. (1978). Improving the independent play of severely mentally retarded children. Education and Training of the Mentally Retarded, 13(1), 4–7.
18.
HornerR. (1980). The effects of an environmental “enrichment” program on the behavior of institutionalized profoundly retarded children. Journal of Applied Behavior Analysis, 13(3), 473–491.
KatzS.YekutielE. (1974). Leisure time problems for mentally retarded graduates of training programs. Mental Retardation, 4, 224–232.
21.
KazdinA.EricksonL. (1975). Developing responsiveness to instructions in severely and profoundly retarded residents. Journal of Behavior Therapy and Experimental Psychiatry, 6, 17–21.
22.
KisselR.WhitmanT. (1977). An examination of the direct and generalized effects of play-training and overcorrection procedure upon the self-stimulatory behavior of a profoundly retarded boy. AAESPH Review, 2(3), 131–146.
23.
LevyR.McLeodW. (1977). The effects of environmental design on adolescents in an institution. Mental Retardation, 15, 28–32.
24.
MoseleyA.FaustM.ReardonD. (1970). Effects of social and nonsocial stimuli on the stereotyped behaviors of retarded children. American Journal of Mental Deficiency, 74, 809–811.
25.
NietupskiJ.ClancyP.ChristiansenC. (in press). Acquisition, maintenance and generalization of vending machine purchasing skills by moderately handicapped students. Education and Training of the Mentally Retarded.
26.
NietupskiJ.SvobodaR. (1982). Teaching a cooperative leisure skill to severely handicapped adults. Education and Training of the Mentally Retarded, 17(1), 4–7.
27.
NietupskiJ.WilliamsW. (1976). Teaching selected telephone related social skills to severely handicapped students. Child Study Journal, 6(3), 139–153.
28.
OreloveF.WehmanP.WoodJ. (1982). An evaluative review of Special Olympics: Implications for community integration. Education and Training of the Mentally Retarded, 17(4), 325–329.
29.
PaloutzianR.HasaziJ.StreifelJ.EdgarC. (1971). Promotion of positive social interaction in severely retarded young children. American Journal of Mental Deficiency, 75(4), 519–524.
ReidD.WillisB.JarmanP.BrownK. (1978). Increasing leisure activity of physically disabled retarded persons through modifying resource availability. AAESPH Review, 3(2), 78–93.
32.
RenzagliaA.BatesP. (1983). Socially appropriate behavior. In SnellM. (Ed.), Systematic instruction of the moderately and severely handicapped (2nd ed., pp. 314–356). Columbus, OH: Charles E. Merrill.
33.
SchleienS.KiernanJ.WehmanP. (1981). Evaluation of an age-appropriate leisure skills program for moderately retarded adults. Education and Training of the Mentally Retarded, 16(1), 13–19.
34.
SchleienS.WehmanP.KiernanJ. (1981). Teaching leisure skills to severely handicapped adults: An age-appropriate darts game. Journal of Applied Behavior Analysis, 14(4), 513–519.
35.
SedlakR.DoyleM.SchlossP. (1982). Video games: A training and generalization demonstration with severely retarded adolescents. Education and Training of the Mentally Retarded, 17(4), 332–336.
36.
ShevinM. (1983). Sharing what we know. Newsletter of the Association for the Severely Handicapped, 9(10), 1–2.
37.
SimpsonJ.MeaneyC. (1979). Effects of learning to ski on the self-concept of mentally retarded children. American Journal of Mental Deficiency, 84(1), 25–29.
38.
SpragueJ.HornerR. (1983). An experimental analysis of generalized vending machine use with severely handicapped students. Eugene: University of Oregon, Center on Human Development.
39.
StainbackS.StainbackW.WehmanP.SpangiersL. (1983). The acquisition and generalization of physical fitness exercises in three profoundly retarded adults. The Journal of the Association for the Severely Handicapped, 8(2), 47–55.
40.
StanfieldJ. (1973). Graduation: What happens to the retarded child when he grows up?Exceptional Children, 6, 1–11.
41.
TaylorG. (1972). Evaluation of the effect of a physical education program upon minimum levels of muscular fitness of trainable mentally retarded boys. The Training School Bulletin, 69(2), 49–53.
42.
VoeltzL.ApffelJ.WuerchB. (Eds.). (1981). Leisure activities training for severely handicapped students: Instructional and evaluation strategies. Honolulu: University of Hawaii, Department of Special Education.
43.
VoeltzL.WuerchB.BockhautC. (1982). Social validation of leisure activities training with severely handicapped youth. The Journal of the Association for the Severely Handicapped, 7(4), 3–13.
44.
WamboldCBaileyR. (1979). Improving the leisure-time behaviors of severely/profoundly mentally retarded children through toy play. AAESPH Review, 4(3), 237–250.
45.
WattersR.WoodD. (1983). Play and self-stimulatory behaviors of autistic and other severely dysfunctional children with different classes of toys. The Journal of Special Education, 17(1), 27–35.
46.
WehmanP. (1977a). Helping the mentally retarded acquire play skills: A behavioral approach. Springfield, IL: Charles C. Thomas.
47.
WehmanP. (1977b). Research on leisure time and the severely developmentally disabled. Rehabilitation Literature, 38(4), 98–105.
48.
WehmanP. (1978a). Effects of different environmental conditions on leisure time activity of the severely and profoundly handicappedThe Journal of Special Education, 12(2), 183–193.
49.
WehmanP. (1978b). Leisure skill programming for severely and profoundly handicapped persons: State of the art. British Journal of Social and Clinical Psychology, 17, 343–353.
50.
WehmanP. (1979). Recreation programming for developmentally disabled persons. Baltimore: University Park Press.
51.
WehmanP.KaranO.RettieC. (1976). Developing independent play in three severely retarded women. Psychological Reports, 39, 995–998.
52.
WehmanP.MarchantJ. (1977). Developing gross motor recreational skills in children with severe behavioral handicapsTherapeutic Recreation Journal, 11(2), 48–54.
53.
WehmanP.MarchantJ. (1978). Improving free play skills of severely retarded children. The American Journal of Occupational Therapy, 32(2), 100–104.
54.
WehmanP.RenzagliaA.BerryG.SchutzR.KaranO. (1978). Developing a leisure skill repertoire in severely and profoundly handicapped persons. AAESPH Review, 3(3), 162–172.
55.
WehmanP.SchleienS. (1981). Leisure programs for handicapped persons. Baltimore: University Park Press.
56.
WehmanP.SchleienS.KiernanJ. (1980). Age-appropriateness recreation programs for severely handicapped youth and adults. The Journal of the Association for the Severely Handicapped, 5(4), 395–407.
57.
WehmanP.SchleienS.PorterR. (1979). Leisure skills curriculum for developmentally disabled persons: Virginia Model. Richmond: Virginia Commonwealth University.
58.
WilliamsW.Hamre-NietupskiS.PumpianI.McDaniel-MarksJ.WheelerJ. (1978). Teaching social skills. In SnellM. (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 281–300). Columbus, OH: Charles E. Merrill.
59.
WuerchB.VoeltzL. (1982). Longitudinal leisure skills for severely handicapped learners: The Ho'onanea Curriculum Component. Baltimore: Paul H. Brookes.
