Abstract
As more severely handicapped individuals are deinstitutionalized into the community (Gollay, Freedman, Wyngaarden, & Kurtz, 1978) or maintained in their natural families, the need for systematic program implementation of recreation skills has increased (Wehman, 1978; Wehman & Schleien, in press). The importance of recreational services has been observed frequently (Amary, 1975; Benoit, 1955; Stanfield, 1973; Wehman, 1977a). The critical nature of systematic assessment, skill selection, and instruction for leisure skills has only recently been noted, however (Snell, 1978; Wehman & Schleien, 1980; Ford, Brown, Pumpian, Baumgart, Schroeder, & Loomis, Note 1). Severely handicapped individuals usually include those with measured IQs between 0 and 40, and have been typically labeled as trainable mentally retarded, severely profoundly retarded, autistic, emotionally disturbed, deaf-blind, or multihandicapped. Most of these individuals exhibit substantial learning, behavior, and/or physical handicaps and therefore do not learn leisure skills without systematic instruction.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Amary, I. Creative recreation for the mentally retarded. Springfield, III.: Charles C Thomas, 1975.
Bates, P., & Renzaglia, A. Community based recreation programs. In Recreation programming for developmentally disabled persons ( P. Wehman, ed.), Baltimore: University Park Press, 1978.
Beach, F. Current concepts of play in animals. American Naturalist, 1945, 79, 523–541.
Benoit, E. P. The play problem of retarded children: A frank discussion with parents. American Journal of Mental Deficiency, 1955, 60, 41–45.
Brown, L., Branston, M., Baumgart, D., Vincent, L., Falvey, M., & Schroeder, J. Using the characteristics of current and subsequent least restrictive environments in the development of curricular content to severely handicapped students. Journal for the Association of the Severely Handicapped, 1979, 14, 4.
Ellis, M. Why people play. Englewood Cliffs, N.J.: Prentice-Hall, 1973.
Favell, J. Reduction of stereotypics by reinforcement of toy play. Mental Retardation, 1973, 11 (4), 24–27.
Gollay, E., Freedman, R., Wyngaarden, M., & Kurtz, N. Coming back. Boston: Little, Brown, 1978.
Hersen, D., & Barlow, D. Single subject experimental designs. New York: Pergamon Press, 1977.
Hurlock, E. Child development. New York: McGraw-Hill, 1964.
Hutt, C. Exploration and play in children. Symposium of the Zoological Society of London, 1966, 18, 61–81.
Johnson, M., & Bailey, J. The modification of leisure behavior in a half-way house for retarded women. Journal of Applied Behavior Analysis, 1977, 10, 2.
Kazdin, A. E. Behavior modification. Homewood, Ill.: Dorsey Press, 1975.
Knapczyk, D., & Yoppi, J. Development of cooperative and competitive play responses in developmentally disabled children. American Journal of Mental Deficiency, 1975, 80, 245–255.
Koegel, R., Firestone, P., Kramme, K., & Dunlap, A. Increasing spontaneous play by suppressing self-stimulation in autistic children. Journal of Applied Behavior Analysis, 1974, 7, 521–528.
Marchant, J., & Wehman, P. Teaching table games to severely retarded children. Mental Retardation, 1979, 17, 150–152.
McCall, R. Exploratory manipulation and play in the human infant. Monograph of the Society for Research in Child Development. Chicago: University of Chicago Press, 1974.
Morris, R., & Dolker, M. Developing cooperative play in socially withdrawn children. Mental Retardation, 1974, 12 (6), 24–27.
Nunnally, J. C., & Lemond, L. Exploratory behavior and human development. In Advances in child development and behavior, Vol. 8 ( H. W. Reese, ed.), New York: Academic Press, 1973.
Reid, D., Willis, B., Jarman, P., & Brown, K. Increasing leisure activity of physically retarded persons through modifying resource availability. AAESPH Review, 1978, 3 (2), 78–91.
Schleien, S., Kiernan, J., & Wehman, P. Evaluation of an age appropriate leisure skills program for mentally retarded adults. Educational Training of the Mentally Retarded, 1981, Feb., 13–19.
Schleien, S., Kiernan, J., Ash, T., & Wehman, P. Developing independent cooking skills in a profoundly retarded woman. Journal of the Association for Severely Handicapped, 1981, 6 (2), 23–29.
Schleien, S., Wehman, P., & Kiernan, J. Teaching leisure skills to severely multihandicapped adults. Journal of Applied Behavior Analysis, 14, 4, 513–520.
Snell, M. (Ed.), Systematic instruction for the moderately and severely handicapped. Columbus, Ohio: Merrill, 1978.
Stanfield, J. Graduation: What happens to the retarded child when he grows up? Exceptional Children, 1973, 39, 1–11.
Stokes, T., & Baer, P. An implicit technology of generalization. Journal of Applied Behavior Analysis, 1977, 10, 349–367.
Sulzar-Azaroff, B., & Mayer, L. Applied behavior analysis procedures with children and youth. New York: Houghton Mifflin, 1977.
Wehman, P. Helping the mentally retarded acquire play skills: A behavioral approach. Springfield, Ill.: Charles C Thomas, 1977a.
Wehman, P. (Ed.), Recreation programming for developmentally disabled persons. Baltimore: University Park Press, 1977b.
Wehman, P. Competitive employment: New horizons for the severely disabled. Baltimore: Paul Brookes, 1981.
Wehman, P., & Marchant, J. Improving free play skills of severely retarded children. American Journal of Occupational Therapy, 1978, 32 (2), 100–172.
Wehman, P., & Schleien, S. Assessment and selection of leisure skills for severely handicapped persons. Education and Training of the Mentally Retarded, 1980, 14 (3), 3642.
Wehman, P., & Schleien, S. Leisure and handicapped individuals: Adaptations, techniques, and curriculum. Baltimore: University Park Press, 1981.
Wehman, P., Renzaglia, A., Berry, G., Schutz, R., & Karan, O. Developing a leisure skill repertoire in severely and profoundly handicapped persons. Journal of the Association for Severely Handicapped, 1978, 3 (3), 162–172.
Wolfensberger, W. Principles of normalization. Toronto: National Institute of Mental Retardation, 1972.
Reference Notes
Ford, A., Brown, L., Pumpian, I., Baumgart, D., Schroeder, J., & Loomis, R. Strategies for developing individualized recreation/leisure plans for adolescent and young adult severely handicapped students. Unpublished manuscript, University of Wisconsin at Madison, 1981.
Hill, J. W. Use of an automated recreational device to facilitate independence leisure and motor behavior in a profoundly retarded male. In Instructional programming for severely handicapped youth ( P. Wehman & J. Hill, eds.), Richmond, Va.: Virginia Commonwealth University, 1980.
Ford, A., Johnson, F., Pumpian, I., Stengert, J., & Wheeler, J. A longitudinal listing of chronological age appropriate and functional activities for school-aged moderately and severely handicapped students. Madison, Wisc.: Madison Public Schools, 1980.
Wehman, P., & Hill, J. Instructional programming for severely handicapped youth. Richmond, Va.: Virginia Commonwealth University, 1980.
Hill, J., Wehman, P., & Horst, G. Acquisition and generalization of leisure skills in severely and profoundly handicapped youth: Use of an electronic pinball machine. Journal of the Association for Severely Handicapped (in press).
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1983 Springer Science+Business Media New York
About this chapter
Cite this chapter
Wehman, P. (1983). Recreation and Leisure Needs. In: Schopler, E., Mesibov, G.B. (eds) Autism in Adolescents and Adults. Current Issues in Autism. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9345-1_6
Download citation
DOI: https://doi.org/10.1007/978-1-4757-9345-1_6
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-9347-5
Online ISBN: 978-1-4757-9345-1
eBook Packages: Springer Book Archive