Using Self-Scheduling to Promote Self-Directed Leisure Activity in Home and Community Settings

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Abstract
The effects of self-scheduling plus training to implement weekly schedules on the frequency, diversity, and novelty of self-directed leisure activities by three adults with moderate developmental disabilities living in the community were examined in this study. Self-scheduling consisted of the adults choosing desired leisure/recreational activities via picture cards, and then placing the cards in a sequenced activity book for each day of the week. Training for schedule implementation consisted of a daily prompt to look at the picture schedule plus a nightly review of engaged activities. All participants learned to independently self-schedule their leisure activity as a result of training and maintained their performance on probes conducted between 8 weeks and 6 months after training. Self-scheduling and training schedule implementation resulted in substantial increases in the weekly frequency and diversity of self-directed leisure activity, as well as increases in the cumulative novelty of activity. These results were also maintained long term. This study emphasizes the importance of incorporating choice and self-management in leisure education for persons with severe and moderate intellectual disabilities.