Citation

Hughes C, Fowler SE, Copeland SR, Agran M, Wehmeyer ML, Church-Pupke PP. Behav. Modif. 2004; 28(1): 3-27.

Affiliation

Department of Special Education,Vanderbilt University, USA.

Copyright

(Copyright © 2004, SAGE Publishing)

DOI

10.1177/0145445503259215

PMID

14710705

Abstract

The authors investigated the effects of an intervention package to support five high school students with extensive support-needs to initiate and engage in recreational activities with general-education peers in their physical education classes. The intervention components were (a) assessing participants' recreational activity goals, (b) teaching self-prompting using a picture book, (c) programming common stimuli, and (d) asking participants to assess daily performance and evaluate daily goal achievement. The intervention was associated with increases in participants' initiation of and engagement in recreational activities with general-education peers, as well as increases in ratings of quality of interaction. In addition, participants typically assessed with accuracy their performance of recreational activities and whether they had achieved their recreational goals. Findings are discussed with respect to future research and practice.

Language: en