These analyses revealed that family recreation most often involved small combinations of family members - usually mothers and their children - in physical recreation activities (e.g. swimming, walking, bike riding). Parents viewed these interactions as beneficial for enhancing family relationships and providing children, particularly those with a disability, opportunities for skill and self development within an accepting and supportive environment. Difficulties in coordinating family members schedules, finding activities to accommodate wide age and skill ranges, planning demands, and limitations in marketing and promotional materials were among the constraints most commonly identified in relation to the family as a whole and the children with developmental disability. Links to existing family and leisure research, family systems theory, and considerations for future research also are discussed.

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Imagine if you were offered a glance through the lens of a very unique photographer: a member of your community who has an intellectual or developmental disability (ID/DD). A community-based participatory research method, Photovoice, was used to enable seven individuals with ID/DD the opportunity to document their lives through the use of photography and discuss their interests, hopes and dreams. Specifically, this methodology provided them with opportunities to share their concerns about their community access and communicate with the larger community using photographs and the collective ideas of the group. Common themes were revealed among the participants, including their hidden talents, community membership and sense of belonging, consumerism and making choices, desired independence, limited connections to the community and a desire to be treated as adults. Two themes Á community membership and desire for independence Á are expounded upon, as they appeared to be the most relevant to improving one's quality of life and greater selfdetermination.

Two groups (one younger, one older) of children with autism participated in monthly art activities with same-age nondisabled peers at a children's museum. The study sought to investigate the feasibility of offering a cooperatively structured art education class for students with autism and nondisabled students, and to evaluate the effect of joint participation on the students' interactions with one another. Results indicated that both groups of children with autism were targeted for interactions from nondisabled peers significantly more often during intervention than during baseline, even though positive social interaction bids by nondisabled peers were rarely reciprocated and hardly ever initiated by peers with autism.

Article Descriptors leisure skill programming; independent living skills; recreation; age-appropriate cooking skills; multiple baseline design across skillsThis article outlines the instruction, acquisi tion, and generalization of three cooking skills by a severely handicapped woman. Instruction took place at a community adult developmental center for 15 minutes per skill, five days per week. Systematic instruction using applied behavioral analysis and a series of special material and pro cedural adaptations were implemented. A multi ple baseline design across three cooking skills was employed. Within 36, 46, and 23 sessions, boiling an egg, broiling an english muffin and cheese, and baking a TV dinner were acquired, respec tively. Generalization probes were carried out in different environments and across materials. These probes exhibited a significant increase of task analysis steps performed independently, and they suggested the acquisition of functional stove uses that could be utilized for a number of other recipes.Prior to 1975, few studies were available that demonstrated the acquisition and generalization of community living skills in severely handi capped adults. However, in recent years, this void in the literature has gradually been filled. are all ex amples of independent living skill competence in severely handicapped persons. One skill area that has received limited atten tion and yet is critical to independence or semiindependence in group homes, supervised apart ments, or real homes is cooking and meal preparation. A review of the literature indicates that only studies by Robinson-Wilson (1977) andJohnson and Cuvo (Note 1) used picture recipes and a sequence of prompts to teach four mentally retarded adults several cooking skills.Cooking as an instructional goal has a three fold objective. First, it can be a necessary skill to eating independently. Second, it can be an ex cellent leisure activity, since once an individual acquires general stove-use skills, many types of foods and meals can be prepared. Third, cooking skills are frequently required in many hotel and restaurant settings for kitchen job vacancies. Therefore, it was decided to train a severely

Inclusive community recreation is an optimal environment for the development of recreation and sports skills and social relationships between people with and without disabilities. Although we know much about best practices for inclusion, little systemic change in recreation agencies has transpired. Diffusion of Innovation Theory is proposed as a framework for understanding what must occur for inclusive recreation practices to become more systemic throughout community recreation agencies. The theory rests on the premise that aspects such as how quickly an innovation is adopted, by whom, and when are subject to predictable variables based on attributes of the innovation and characteristics of the individual or group of adopters. The theory proposes that once agencies falling into one of the first three groups have adopted an innovation, a “tipping point” is reached. The tipping point is the point after which further diffusion of the innovation becomes self-sustaining. In this case, inclusive recreation would spread quickly until it became standard operating procedure. A thorough understanding of this theory, especially as it relates to characteristics of adopter groups, could potentially provide a roadmap for change agents regarding the roles that they could play to ensure that the tipping point, where people of all abilities have ongoing access to the community, is reached.

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The purpose of this study was to implement and evaluate a leisure education training program designed to teach the complete andfunctional use of a community recreation center to two adults with severe mental retar dation. Since these individuals resided in a group home in close proximity to the recreation center, this recrea tion program was deemed socially valid by group home and park board staff. Community recreation center use by nonhandicapped citizens of the neighborhood was utilized in this program as the training standard.Within a multiple baseline design across three recre ational activities involving the recreation center, the participants acquired the skills necessary to access and use the recreational facility without the presence of the care provider. Results demonstrated that individuals with severe mental retardation could (a) acquire ageappropriate leisure skills to independently use a neigh borhood center; (b) access a neighborhood recreation center in the absence of the residential care provider; and (c) partially, but effectively, interact with agency staff concerning personal preferences of recreational ac tivities.