Leisure skill programming for severely and profoundly handicapped persons: State of the art

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Abstract
The purpose of this paper was to (1) review the current research available in leisure skill programming for severely and profoundly handicapped persons; (2) summarize the gaps in knowledge and point to new programming directions in recreation skill development; and (3) outline leisure skill competencies which teacher trainees must develop. In reviewing the leisure skill studies which have been conducted over the past seven years, a descriptive analysis of subject characteristics, teaching procedures, response measures, and generalization/maintenance strategies in each study was provided. The principle areas which were then identified for future programming included recreational skill sequences, self‐initiated free play and toy preference evaluation. A statement of 15 recreation programming competencies was devised as a set of guidelines for preparing teacher trainees in leisure skill programming.

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