Objectives Shifting Our Focus...leisure, sports, crafts, arts, music, theater? Jason McElwain. 3/7/17 2 BENEFITS of Leisure Participation Promotes positive mental health & builds resilience

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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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