objectives shifting our focus...leisure, sports, crafts, arts, music, theater? jason mcelwain....
TRANSCRIPT
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OT Leisure CoachingCultivating Hobbies & Interests in Youth
Susan Bazyk, PhD, OTR/L, FAOTAVOTA Annual School Symposium ~ March 10, 2017
OhioDepartmentofEducation,OfficeofExceptionalChildrenLeadbyoccupationaltherapists(2012-2015)
Acknowledge OT Leisure Coaches
OhioDepartmentofEducation,OfficeofExceptionalChildren3-Yeargrantledbyoccupationaltherapists(2012-2015)
TeriLaGuardia,MOT,OTR/L–FWCoordinator,EHOVECareerCenter,LorainCommunityCollege,COTAProgram
KarenThompson-Repas,MBA,OTR/L–DirectorofOT/PT,CMSD(ClevelandMunicipalSchoolDistrict)
DavidWeiss,OTR/L–PEP(PositiveEducationProgram)MaryLouKennedy,OTR/L–ClevelandClinicChildren’sOutpatientMariaLlerena,OTR/L– AchievementCentersforChildrenJulieBrizes,MS,OTR/L–SolonSchoolsMaryLouKennedy,OTR/L–ClevelandClinicChildren’sRehab.JennyNegrey,MOT,OTR/L– ClevelandClinicChildren’sRehab.PaulaMichaud,MEd,OTR/L– CuyahogaBoardofDD
1. Makeacase forOTLeisureCoaching;2. Demonstrateanunderstandingofthebenefitsand
barriers toparticipation inleisure activities forchildren/youthwithautism;
3. Describe thepilot findingsofanOTLeisureCoachingmodelprogram designedtofosterleisureparticipation; and
4. Basedoncasescenarios,envisionopportunitiesforprovidingOTLeisureCoachinginschool,clinicandcommunity settings usingindividual,grouporschool-widestrategies.
Objectives
Strategies:• Createsupportiveandinclusiveenvironmentsforenjoyable&
meaningfulparticipationà contributestoQoL andpositivementalhealth(givesthema‘goodfeeling’)(Vermeulen,2014)
• Ensureopportunitiestobeexposedtoabroadvarietyofcommunity-basedactivitiesinordertohelpyouthidentifyanddevelopstrengths,interests,hobbiesandtalents
Vermeulen,P.(2014).Thepracticeofpromotinghappinessinautism.GoodAutismPractice:Autism,happinessandwellbeing,PublisherBILD,pp.8-17.
Shifting Our FocusStrengths and Positive Mental Health (i.e. happiness)
Hello
Who has the right to participate in play, leisure, sports, crafts, arts, music, theater? Jason McElwain
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BENEFITS of Leisure ParticipationPromotes positive mental health & builds resilience
• Participation inenjoyable activities brings aboutpositiveemotions – joy,pleasure, contentment, creativity…
Fredrickson, B. L. (2001). The role of pos itive emotions in pos itive psychology: The broaden-and-build theory of pos itive emotions. American Psychologis t, 56, 218–226.
• PositiveYouth Development: Leisure isacontextforpositive youthdevelopment (Larson, 2000)
• Key features:– regularparticipation schedules,– direction byone ormore adults,– rule-guided interaction,– emphasis onskilldevelopment,– performance requiressustained activeattentionovertimeand theprovision of feedback
Meaningful Leisure Participation
Larson,R.W.(2000).Towardapsychologyofpositiveyouthdevelopment.AmericanPsychologist,55,170-183.
BENEFITS of Leisure Participation
• Personaldevelopment– Identitywork(assesstalents,interests,values)– Developmentofinitiative– involvesintrinsicmotivation,concertedengagement,andcommitmentovertime(Larson,2000)
– Developmentofcognitive,physicalandemotionalskills
• Interpersonaldevelopment – newpeerfriendships,socialskills,closeconnectionstoadultswithsocialcapital(Mahoneyetal.,2005)
Mahoney, J. , Larson, R., & Eccles, J. (2005). (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. (pp. 3-23). Mahwah, New Jersey: Lawrence Erlbaum Associates.
OT Leisure CoachingAn Every Moment Counts Initiative
Whyneeded?• Youthwithdisabilitiesgenerally
havelessaccesstoschoolandcommunity-sponsoredleisureactivities.
• Barriers toparticipation– Lackof:inclusiveprograms,transportation,financialresources,developmentalstatusofyouth(Fenech,2008)
Fenech,A.(2008).Thebenefitsandbarrierstoleisureoccupations.NeuroRehabilitation,23,295-297.
OT Leisure Coaching Pilot StudyPhase 1 (Spring 2014) & Phase 2 (2014-16)
Goal:Help ChildrenandYouthDevelopHealthyandEnjoyableHobbiesandInterestsWho?22OTswith22children/youthwithdisabilities
– School-based– Clinic-based– Community-based
What? OTcoachingtofosterinterestexplorationandparticipationWhen? Duringschoolorafter-schoolhours
Vision: All children & youth have a right to participate in and enjoy healthy hobbies and interests.
Tier3à Individual
Tier2à TargetedSmallgroup
Public Health Approach to ….…OT Leisure Coaching
Universal
Targeted
Intensive Tier1- ALLBuildCapacityofalltopromoteleisureparticipation
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Findings Phase 1 ~ Individual Leisure Coaching: The Process
1. Starttheconversation–Meetwithchild/youthandparents– educatethemabouttheimportanceofhobbies/interest;obtainbuy-in
2. InterestExplorationInventory:Sparkaninterest–completeInterestInventorywithchild/youth;
3. Exploreschoolorcommunity-sponsoredoptions4. Makeamatchandaplanentry5. Justdoit!OTcoachingtofostersuccess6. Occupationalreflectionandfutureplans
Findings Phase 1 ~ Lessons Learned
• OT’sRole:1)Amountoftime/effortdependsonthefamily’sresources(transportation,finances);theyoungperson’sdevelopmentalskillsandchallenges; 2)Focusfirstonsuccessfulandenjoyableleisureparticipation,andsecond,onimprovingskills(top-downapproach)
• Needtobuildcapacityofchildren/youthandfamiliesabouttheimportanceofleisureparticipationandhowtoidentifyinterestsandplanparticipation
Example: Private Practice OTSchool-age malewith ASD:Andrew1. Starttheconversation2. Completedinterestchecklist;
soundedinterestedinpottery3. Exploredoptions- foundlocalpottery
classatareccenter4. Madeamatch– Talkedwith
instructor5. Justdoit!Tooktheclass;needed
minimaltonoOTinput6. Reflection:“Potteryisperfect!”;
soughtprivatelessons;occupationalspin-off (Reibero &Cook,1999)
Focus of rest of session:
OTLeisureCoachingin:
1. Schoolsettings2. Clinic/community
settings
• MakingacasetodothiswithinyourOTrole
• Howtodocumentandbillforservices
• Casevignettes–individualandgroup
OT Leisure Coaching in School Settings
TeriLaGuardia, JulieBrizes, PaulaMichaud, DavidWeiss
OTs need tomakeacasefor promoting leisure participationasapartof ourroleinschools during non-academic timesof theschool day:• Recess, lunch• Afterschool
HOW tomakeacase? First,it’stheLAW!
Addressing extracurricular recreation activities is in IDEAIDEA: Individuals with Disabilities Education Act
(Sec. 300.107 Nonacademic services)
Statesmustensurethefollowing:(a) …provisionofsupplementaryaidsandservicesdetermined
appropriateandnecessarybythechild'sIEPTeam,toprovidenonacademicandextracurricularservicesandactivitiesinthemannernecessarytoaffordchildrenwithdisabilitiesanequalopportunityforparticipationinthoseservicesandactivities.
(b) Nonacademicandextracurricularservicesandactivitiesmayinclude…athletics,…recreationalactivities,specialinterestgroupsorclubssponsoredbythepublicagency,….Etc.
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CB%2C300%252E107%2C
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… Additionally, IDEA - Individuals with Disabilities Education
Act (Sec. 300.117 Nonacademic services)
Inprovidingorarrangingfortheprovisionofnonacademicandextracurricularservicesandactivities,includingmeals,recessperiods,andtheservicesandactivitiessetforthinSec.300.107,eachpublicagencymustensurethateachchildwithadisabilityparticipateswithnondisabledchildren intheextracurricularservicesandactivitiestothemaximumextentappropriatetotheneedsofthatchild.Thepublicagencymustensurethateachchildwithadisabilityhasthesupplementaryaidsandservicesdeterminedbythechild'sIEPTeamtobeappropriateandnecessaryforthechildtoparticipateinnonacademicsettings.
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CB%2C300%252E117%2C
How and when can OTs make a case for promoting leisure participation?
1) Talk abouttheimportanceofleisureparticipationwhile interactingwithstudentsandfamiliesonadailybasis!
2) IEPmeetings– It’stheirrighttoparticipate!Bealeisureadvocate!
• Section9ofIEP:NONACADEMICANDEXTRACURRICULARACTIVITIES– Inwhatwaysdoesthechildhaveopportunitiestoparticipateinextracurricularactivitieswithnondisabledpeers– schoolorcommunity-sponsored?Talkaboutsomeofthestudent’sinterestsandhowyoucanhelppromotesuccessfulparticipation
• Section6ofIEP:MEASURABLEANNUALGOALS- Howcanyouembedleisureparticipationinfinemotor,sensory,orsocialparticipationgoals?
Teri LaGuardia, MOT, OTR/LHow she did it à Recess Groups
• Setting:Suburbanschoolsetting• Lookforan‘opendoor’orneedforOTservicestoaddresssocialandleisureparticipation– ListeningatETRorIEPmeetings– Consultationwithteachers,SLPs,PTs,schoolcounselorandotherstaffmembers
– Communicatingwithstudents• Dosomethinginresponsetoaneed!– Concernsnotedbyparent/teamatETRmeeting– 2nd gradeanda4th gradestudentstrugglingwithsocialinteractionandfriendships;bothbeingbullied
Teri LaGuardia, MOT, OTR/LRecess Groups – ‘Friendship and Activity Detectives’• What?DevelopedgrouptomeettheneedsofTier2,‘at-risk’
students– includedvictimsofbullyingandthoseidentifiedas‘bullies’– SECONDGRADE - 9students; 8weeks– FOURTHGRADE – 5students; 8weeks
• Focusofgroups?Healthyleisureexplorationandparticipation,friendshippromotion,SEL,and(playinggames)
• FollowedHOPEcurriculum (HealthyOccupationsforPositiveEmotions)(Bazyk,2011)– occupation-basedgroupswithSELweeklytheme
Bazyk, S. & Bazyk, J. (2009). Meaning of occupation-based groups for low income urban youth attending afterschool care. American Journal of Occupational Therapy, 63, 69-83.
Teri LaGuardia, MOT, OTR/LRecess Groups – ‘Friendship and Activity Detectives’
• Examplesofleisureactivities:games(Connect4,Jenga)andcrafts(friendshipbookmark)
• Children’sresponses?Studentswhowerebulliedbecamemoreconfidentsocializingingroup;groupbecamecohesive;childrenexcitedtoattend
• Team/familyreactions?Momnotedchange– happier;principalrequestedanothergroupbeimplemented
Bazyk, S. & Bazyk, J. (2009). Meaning of occupation-based groups for low income urban youth attending afterschool care. American Journal of Occupational Therapy, 63, 69-83.
Julie Brizes, EdD, OTR/L: How she did it àOT Leisure Coaching with students on caseload
Setting: SuburbanschoolShelly: 10yo,5-6thgrade,spinabifida&Type1• Startedthediscussionofleisureparticipation&
possiblenewinterests– something‘portable’• IEPobjective(multi-stepfinemotoractivity)• InterestInventory• ExploredHighSchoolwebsiteforclubs• Shellychosecrocheting;foundscarfpattern• Taughtbasicstitches;repeatedpracticeandfaded
assist• Encouragedhertoworkonitathomeoncefull
learningofthetaskoccurred
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Expanded my Leisure Coaching: Shelly and Maya
• Started6th gradeprojectwithShelly–vocationalinterestispastrychef
• Exploredoptions:found‘YouthChefAcademy’bakingclassviainternet
• Let’sinvitefriend,Maya!• Maya: 11yo,TBI,corticalblindness
– Leisure activities restricted secondary toblindness
• Talkedwithfamilies;obtainedpermission• Phonecontactcommunitysetting;
discussedaccess&feasibility• Assistedstudentsinregisteringvia
computerà SUPEREXCITED!
Shelly and Maya: Baking Cookies!• MetatYouthChefAcademy(YCA)• OT’sassistance:Onlyasmuchasneeded
forsuccessfulparticipation– OrientedMayatophysicalsurroundingsduetovisualimpairment
– Recommendedseatingarrangement– ShellyassistedMayatogiveherobjectsordescribepositionofobjects
• Girls’responses:Excitedtobringcookieshometosharewithfamily;Textedpicturestofriends;Talkedtofriendsaboutactivityatlunch;Planningmorecookingexperiences;
Other Success StoriesPaula Michaud, MEd, OTR/L ~ Alex
Autism, Anxiety Disorder, Home Schooled
Alex – 16 yo. Single father; twin brotherHome schooled due to extreme anxiety
OT Leisure Coaching strategies:1) Met with father in private to discuss challenges,
strengths, interests2) Met with Alex and father to discuss self-regulation
and coping strategies à bucket analogy
Other Success StoriesPaula Michaud, MEd, OTR/L ~ Alex
Autism, Anxiety Disorder, Home Schooled
3) Problem-solved strategies for attending concert4) Interest in theatre –- Explored opportunities in
community; found adapted theatre program
- Eased into program (identified coping strategies)
- Peer coach- Mary Poppins performance!
David Weiss, OTR/L: How I did it àOT Leisure Coaching in an alternative
schoolSetting:Alternativeschool(PositiveEducationProgram- PEP)Kelson:13yo malewithanxietydisorder(NOS),ASD,opticnervehypoplasia,SED(severeemotionaldisturbance)• Verysocial,enjoysplaying,helpfulwithtasks,• Attendingchallenges,motorincoordination,noleisure
interestsoutsideofhomeFamily: singlemom;lowincome• Shestruggleswithbehavioraloutbursts;calls911• Frequenthospitalizations• Limitedneighborhoodopportunitiesforactiveplay;cardtable
withartactivitiesathomeforindoorleisure
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OT Leisure Coaching Process - Kelson1. Start theconversation– Talkedwithmotheraboutimportanceof
leisure;mother– “Iwanthimtobeabletobeapartofateamlikeotherkids…andhavemalerolemodels.”• Obtained support fromprincipal
2. Interestexploration:Interestedinwatchingfootball3. Explorecommunity-sponsoredoptions:Searchedforadaptive
sportsprograms;foundAchievementCentersforChildrenadaptedfootball
4. Makeamatchandaplan:multiplephonecallsandvisits(filloutapplication,assistwithsecuringfunds,remindersofupcomingevents
5. Justdoit!OTcoaching/supportduringthefootballsession;direct1:1withKyle;supportforvolunteers
6. Occupationalreflection&futureplans:CheckedbackwithmotherandKyleabouthowthingsweregoing;followedupwithadaptedsoccerinwinter
Video – Kelsonhttp://www.everymomentcounts.org/view.php?nav_id=192
OT Leisure Coaching in School SettingsPOSITIVEOUTCOMES:Children:enhanced self-esteem, feelinghappy, development of friends andenjoyableleisure activities
Parents – happy, proud andmoreconfidentabout child’s ability toengage inmore leisurepursuits
ItCANbedoneusingembeddedstrategies:• Foster leisure during recess, lunch, orafter-
school times of theday– look for ‘opendoors’
• Identifyopportunities toworkon developingleisure interests asapart ofIEPgoals
OT Leisure Coaching in Clinic and Community Settings
KarenThompson-Repas, MaryLouKennedy
Making thecase iseasy!• Children/youthreceiveOTservicesafter-schoolandduringthe
summerà whicharenaturaltimesforleisureexploration&participationtooccurforchildren&youth
• OThasaccesstoparentsduringoraftertherapysessions tocollaborateandeducatethemaboutthebenefitsofleisureformental&physicalhealthandfriendship&skilldevelopmentàofferingagreatopportunityforOTLeisureCoaching
• Bottomlineà LeisureparticipationisapartofourscopeofpracticeinOT!
OT Leisure Coaching in a Private PracticeKaren Thompson-Repas, MBA, OTR/L
TheProcess:1. Start theconversation:Ask -Whatdoyoudoforfun?Whatdoyoudo
duringyourfreetime?Talkwiththechildandparentsaboutthehealthandsocialbenefitsofleisureparticipation
2. InterestInventory:Whatwouldyouliketodothatyoudon’tcurrentlydo?Useaninterestinventorytoexplorepossibilities
3. ExploreCommunity-basedOptions:UseinternettoexploreandcompleteEnvironmentalScan;provideresources&ideas
4. Makeamatchandaplantodoit:Actascasemanagerandofferresourcesasneeded
5. Doit!OTcoachinghelpwithsuccessfulparticipationasneeded.BillwithCPTCode97530TherapeuticActivities– OTInterventionGoalscan:1)Directlyfocusondevelopingahealthyhobbyorleisureinterest;or2)leisureactivitycanbeusedasameanstoattainafinemotor,sensoryorsocialparticipationgoal
6. Leisureparticipationreflectionandfutureplanswithyouthandfamily.
A sampling of current private practice clients’ leisure pursuits
Athletic(adapted&integrated)• Tae Kwondo• Basketball• Soccer• Gymnastics• Cheerleading• Baseball• Skiing• Horsebackriding• Swimming
SchoolClubs- Pokemon,choral,robotics
CreativeArts• Pianolessons• Dance• RecreationCenter arts&crafts
Community• GirlScouts,BoyScouts• Library:storytime,read-a-thon• NatureCenter programs• RecreationCenter programs• Sensoryfriendlyandnocost
filmsatlocaltheatres
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OT Leisure Coaching in Outpatient FacilityMary Lou Kennedy, OTR/L
Setting:ClevelandClinicChildren’sOutpatientFacility;providesOT,PT,STforchildren/youthagesbirth– 21yo
Background:BecameapartofEveryMomentCountsinitiative– learnedaboutmentalhealthpromotion,preventionandinterventionandbecameanOTLeisureCoach• Sharedinformationwithalltherapystaffviainservice• HostedMHAwarenessDayfairasapartofOTWeekactivities• EncouragedotherstoaddressleisureasapartofOTservices
Dori – Swimming is my lifehttp://www.everymomentcounts.org/view.php?nav_id=194
Individual OT Leisure CoachingMary Lou Kennedy, OTR/L
Dori:12yo withmitochondrialdisease;receivedoutpatientOT/PTeveryotherweekBackground:Participatedinadaptedaquaticslessons1-2times/monthfor7yearswithOTinstructor(individualizedlessons)OTLeisureCoaching:Myroleasarec/leisureadvocate• Feltshewouldbenefitfrombecomingapartofateam–
sociallyandemotionally(e.g.makingfriends, building confidence, etc.)
• OTstrategy–Assistedintransitionbygettinghertoattendapracticeforalocalpara olympic swimteam– Shelovedit!
• Result:Joinedtheteam;swims3X/week;competesinmeets;expandedcircleoffriendsbothinandoutofschool;decreasedneedforoutpatientOT/PT
Game Break GroupOT Leisure Coaching in Outpatient Clinic
Jenny Negrey, MOT, OTR/L & Julie Schultze, MOT, OTR/L
• Goal: Tofosterindependent/familyleisureskillsthatwillbecarriedoverathomeandwithpeers
• Target demographics: Youth with–– limitedextracurricularleisureinterests;– limitedfriendsatschool;somehadstruggledwithbullying– co-existingmentalhealthdiagnosesand/orlimitedparentalinvestmentandinvolvementinchild’sleisurepursuits
Game Break GroupOT Leisure Coaching in Outpatient Clinic
Jenny Negrey, MOT, OTR/L & Julie Schultze, MOT, OTR/L
Logistics:TwoOTfacilitators;billedusinggroupcode• 5weeks,1day/weekafterschoolfor1hour• 7youthages8-11(rangeofdiagnosesincludingASD,anxiety,
developmentaldelays)Groupcomponents:• Beganwithashorticebreaker/introactivity(5min.)• Played1gameeachweek:Charades/Pictionary,OutburstJr.,
Puzzles,TrivialPursuitKids,Uno/Dominoes• Groupreflectionand‘homework’atend:Howdidyoulikethe
game?Wouldyouplayitagainathome?Whatdidyoulearn?• Familiesreceivedaninformationsheeteachweekabouthow
toplayand/ormodifythegameathome
Game Break GroupOT Leisure Coaching in Outpatient Clinic
Jenny Negrey, MOT, OTR/L & Julie Schultze, MOT, OTR/L
Atfinalgroup:• eachchild pickedagameto takehome• Families receivedapacketonhow to
implement afamily gamenight athomeandanextensive list ofappropriategames
Reactionsofchildren&families:Verypositive!• Children learned howtoplaygames,
taketurns and interact socially inpositive ways;developed friendships
• Parents wereverypleased tosee theirchildren learning how toplaygames,makenew friends, andbehappy.
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Game Break Group Driver’s Ed
• Angermanagementgroup• BasedoffbookWhattodowhenyourtemperflares(DawnHuebner)
• Teachesskillstotameangerinafuninteractiveway
• Usesactivitiessuchasmakingano-sewpillow,volcanoexperiment,etc.
• 10sessions,billedasOTgroup
Young Artists• Usesarttopromotepositiveleisure
participationandeducatecaregiversontheimportanceofleisureparticipation
• enhances socialskillsthroughparticipationinmeaningfulactivity
• Eachsessionfocuses on adifferentartistandchildrenre-createoneoftheirfamousworksofart(Warhol,Picasso,VanGogh,etc.)
• 8sessions,billedasOTgroup• Artshowatend,showcasingallthe
worksofartcreatedwithraffleandawards
Mindful Movement
• Focusesonbreathing techniques, bodyawarenesstechniques, yogaposesandrelaxation exercises
• Offeredtoallchildren; donothavetobeacurrent patient
• Billed asout-of-pocket group; familiespayafeefor participation inthe6-8weekgroup
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Mindful Movement Parent Education
• Wehavetheparents inour office asacaptiveaudience
• Usethatopportunity toshare researchonimportance ofpositive leisure participation
• Sharecommunity resources andfundingoptions
• Educateon localresource fairstoobtainadditional information
Community-based Leisure ~ Local Recreation CenterThe KIDnections Group
Maria Llerena, OTR/LJamie Hughes, MA CCC/SLPElizabeth Radachi, BCaBA
The KIDnections Groupwww.kidnections.com
Who we currently serve?Children/youthwithASDandotherdisabilities/challenges• Schoolagechildrenages8+
withsocialandcommunicationchallengeslookingforfunactivitiesoutsideofschool/home/therapy
• Teenswithsocialcommunicationchallengeslookingtomeetnewpeople,learnnewskills,spendtimeawayfromhome/school.
• Teenswithphysicaldisabilitieswantingtosharetimewitheachotherinasocialsettingbutwithsupport(cookingpartyw/YouthChallenge)
• Childrenofallagesandabilitieswantingtocookwithfriends
WhatwedoClasses• Cooking• DIYgiftsclass• Packabrownbaglunch• Planyourownpartyandmeals
• Games• ArtsandCrafts• LegoGroups
Partiesandother• Cookingparties• Libraryprograms(Orangelibrary)
• Otherorganizations(FriendshipCircleCamp)
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Our classes teach
Self-help(ADL&IADL)• Hygiene• Cookingandfoodsafety• Cleanup• Servingothers• Followingdirections
MotorSkills• Writinganddrawing• Artandcrafts• Kitchentools• Tyinganapron• Opening,closingmanipulatingmaterials
Princess Cooking Party
The KIDnections Group cooking class What else our classes provideExplorationofIndependence“Shemadetoastforherselfafterclass.She’sneverdonethat!”• Dropoff,recreational
program• Independencefromfamily• Funandsafesetting• Experiencedtherapists
“Sheateaburger!”
NewinterestsStudent’srecipebook–createdhimselfusingrecipesfromclass,grandmother,andownfindings.
SocialopportunityParties,havingfunwithpeersReviews(Recipe,Game)tosharewithothers.Naturalconversationandfun
Promoting mental health in those with significant disabilities or mental illness
SethChwast –Cleveland,OH
www.growyourbrainart.com
https://www.youtube.com/watch?v=Vvn4e8wPxZE
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OT Leisure Coaching: Make it your business!
Takeawaymessage:Schoolandafter-schoolclinicsettingsprovideidealopportunitiestoprovideleisurecoaching
Enrich your practice and enrich the lives of children/youth by addressing the well being of every aspect of their lives – including, and especially, leisure pursuits!
Vision: All children & youth have a right to participate in and enjoy healthy hobbies and interests.
OT Leisure Coaching: An Every Moment Counts Initiative
Questions & Discussion!
Vision: All children & youth have a right to participate in and enjoy healthy hobbies and interests. Every Moment Counts:
Promoting Mental Health Throughout the Day
OhioDepartmentofEducation,OfficeofExceptionalChildren3-Yeargrantledbyoccupationaltherapists(2012-2015)
Visit www.everymomentcounts.org to learn about all of our model programs.
Useful Resources• Miller,K.,&Schleien,S.(n.d.)Acommunityforallchildren:A
guidetoinclusionforout-of-schooltime.DepartmentofRecreation,Parks,andTourism;UniversityofNC.http://www.ces.ncsu.edu/depts/fourh/old/afterschool/communityforall1.pdf
• SpecialNeedsInclusionProjectToolkit(SNIP).88p.toolkitofresources,etc. Visitwww.snipsf.orgToolkit:http://www.snipsf.org/wp-content/uploads/2011/08/v2010Inclusion-Tool-Kit-Sept-update1.pdf
• Makingthecase:A2009FactSheetonChildrenandYouthinOut-of-SchoolTime.NationalInstituteonOut-of-SchoolTime.www.NIOST.org
Useful Resources• AfterschoolAlert:IssueBrief(Oct.2008).Afterschooland
studentswithspecialneeds.AfterSchoolAlliance.http://www.afterschoolal lia nce.org/ issue _34_ specialn eed s.cfm
• TogetherBeyondtheSchoolDay:IncludingYouthwithDisabilitiesinOutofSchoolTimePrograms–Aguideforparents,youthandprogramproviders(2012).[tipsforparents,youthandprogramproviders]http://www.mdlclaw.org/wp-content/uploads/2012/10/OST-final-for-website.pdf
• PathstoInclusion:AresourceguideforfullyincludingyouthofALLabilitiesincommunitylife.Visit:www.includingallkids.orghttp://www.miusa.org/sites/default/files/documents/resource/Including%20All%20Kids%20paths_to_inclusion.pdf
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Useful Resources• BOSTnet (Buildtheout-of-schooltimenetwork).
www.bostnet.org - Checkoutinclusionguide:PromotingInclusionofchildren&youthwithdisabilities:Tipsandtoolsforafterschoolprofessionals.Excellentresource.
• NationalInstituteonOut-of-SchoolTime(NIOST).www.niost.org - Missionistoensurethatallchildren,youthandfamilieshaveaccesstoqualityprograms,activitiesandopportunities.Websiteincludespublicationsandresources.
• AfterSchoolMatters:Promotespositiveafterschoolactivityparticipationforteens.www.afterschoolmatters.org
References• Barr, M.,&Shields,N.(2011).Identifyingthebarriersand
facilitatorstoparticipationinphysicalactivityforchildrenwithDownsyndrome.JournalofIntellectualDisabilityResearch,55,1020-1033.doi:10.1111/j.1365-2788.2011.01425.x
• Bartko,W.T.,&Eccles,J.S.(2003).Adolescentparticipationinstructuredandunstructuredactivities:Aperson-orientedanalysis.JournalofYouthandAdolescence,32,233-241.
• Bartlo,P.,&Klein,P.J.(2011).Physicalactivitybenefitsandneedsinadultswithintellectualdisabilities:Systematicreviewoftheliterature. AmericanAssociationonIntellectualandDevelopmentalDisabilities,116,220-232.
• Bazyk, S. (2010,September).Promotionofpositivementalhealthinchildrenandyouthwithdevelopmentaldisabilities.OTPractice,15(7),CE-1-CE-8.
• Bazyk, S. & Bazyk, J. (2009). Meaning of occupation-based groups for low income urban youth attending afterschool care. American Journal of Occupational Therapy, 63, 69-83.
References• Bazyk,S.,&Brandenburger Shasby,S.(2011).Majorapproaches
usefulinaddressingthementalhealthneedsofchildrenandyouth:Minimizingrisks,reducingsymptoms,andbuildingcompetencies.InS.Bazyk(Ed.),MentalHealthPromotion,Prevention,andInterventionWithChildrenandYouth:AGuidingFrameworkforOccupationalTherapy (pp.45-70).Bethesda,MD:AOTAPress.
• Eccles,J.S.,Barber,B.L.,Stone,M.,&Hunt,J.(2003).Extracurricular activitiesandadolescentdevelopment.JournalofSocialIssues,59,865-889.
• Fenech,A.(2008).Thebenefitsandbarrierstoleisureoccupations.NeuroRehabilitation,23,295-297.
• Hansen,D.M.,Larson,R.W.,&Dworkin,J.B.(2003).Whatadolescentslearninorganizedyouthactivities:Asurveyofself-reported developmentalexperiences.JournalofResearchonAdolescence,13,25-55.
References• Heah,T.,Case,T.,McGuire,B.,&Law,M.(2006).Successful
participation:Thelivedexperienceamongchildrenwithdisabilities.CanadianJournalofOccupational Therapy,74,38-47.
• Kampert,A.L.,&Goreczny,A.J.(2007).Communityinvolvementandsocializationamongindividualswithmentalretardation.ResearchinDevelopmentalDisabilities,28,278-286.doi:10.1016/j.ridd.2005.09.004
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