What Counts as Leisure?
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What Counts as Leisure?
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What does “leisure” really mean, and who gets to decide what counts?
In this episode, Nicole Stewart and Christina Torres challenge some of the most common assumptions about leisure skills in ABA. Through honest conversation and real-life examples, they explore why leisure is more than toys or playtime, and how it connects to self-regulation, independence, relationships, and mental health.
They talk openly about screens, boredom, stimming, special interests, and the pressure parents feel to constantly entertain their children. You’ll hear practical strategies for teaching leisure skills in a way that feels natural, respectful, and sustainable—without forcing kids into activities that don’t fit who they are. The episode also highlights why honoring individual interests isn’t “giving up,” but instead opens doors to learning, connection, and autonomy.
If you’ve ever wondered how to help a child (or yourself) truly enjoy free time without guilt, this episode is for you.
Learning Objectives:
Identify functions of leisure behavior as discussed in applied and family-centered contexts
Describe at least two evidence informed strategies for teaching leisure skills that respect individual preferences, developmental level and neurodivergent presentations.
Apply a behavioral lens to evaluate the appropriateness of a leisure activity by considering motivation, autonomy and generalization rather than social norms.
Season 2 of Reinforcing Conversation is sponsored by the New England Center for Children.
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Resources
- NeuroDND: Inclusive Tabletop Gaming Groups for Neurodiverse Kids
- South Orange Sensory Activation Vehicle: More Information
Citations
- Price, S. (2024). Finding their spark: Non-screen special interests for autistic children and teens. Rainmaker Publishing.
- Nuzzolo-Gomez, R., Leonard, M. A., Ortiz, E., Rivera, C. M., & Greer, R. D. (2002). Teaching children with autism to prefer books or toys over stereotypy or passivity. Journal of Positive Behavior Interventions, 4(2), 80-87.