Preference-Based Activity Presentation to Improve Active Leisure and Classroom Participation in a Student with Intellectual Disabilities

Leisure activities contribute to subjective well-being and quality of life. However, children with severe intellectual disabilities often experience difficulty selecting and engaging in such activities, highlighting the need for structured support. This study examined a single student with intellectual disabilities attending a school for special needs education in Japan. Following preference assessments conducted with the homeroom teacher, the student’s leisure interests were identified, and the effects of environmental arrangements on leisure engagement during lunch recess were evaluated. Behavioral observations and physiological measures were employed to assess engagement in the target student and peers. Results showed that presenting preferred toys and modifying the play environment increased active leisure participation, which in turn facilitated subsequent classroom engagement without increasing physiological stress responses. These findings indicate that teacher-supported leisure interventions during recess are beneficial in educational settings and produce no adverse effects. However, the study provided limited evidence regarding the utility of physiological indicators. Further repeated measurements across varied school contexts are required to determine their validity in assessing stress.