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Developing Therapeutic Recreation in Public Schools SRTS, May 15-17, 2013

Developing Therapeutic Recreation in Public Schools SRTS, May 15-17, 2013. Dr. Gene A.Hayes, PhD, CTRS Mackenzi Summers, CTRS, GRA Mindy Brown, GRA Therapeutic Recreation University of Tennessee, Knoxville. Learning Outcomes.

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Developing Therapeutic Recreation in Public Schools SRTS, May 15-17, 2013

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  1. Developing Therapeutic Recreation in Public SchoolsSRTS, May 15-17, 2013 Dr. Gene A.Hayes, PhD, CTRS Mackenzi Summers, CTRS, GRA Mindy Brown, GRA Therapeutic Recreation University of Tennessee, Knoxville

  2. Learning Outcomes • 1. Each participant will identify 4 ways to work with public school officials and programs to promote the inclusion of RT, • 2. Each participant will demonstrate an understanding of how to implement initial assessments, develop lesson plans, progress notes, documentation and evaluations of children in class, • 3. Each participant will list methods for the development and evaluation of client outcomes.

  3. Outline • Brief Overview of Project TRiPS • Foundation of Project TRiPS • Procedures to Developing a Project • Project TRiPS • Assessments, Documentation, and Outcomes • Collaboration and Benefits • Existing Articles of Research and Development: RT in Public Schools

  4. Brief Overview of Project TRiPS • Population: Youth and young adults who participate in child development centered [CDC] classrooms in Knox and Sevier county public schools • Goal: To teach youth and young adults with disabilities the necessary skills to function independently in society through therapeutic activities. • Focus: Enhancing the youth’s and young adults social, recreational, and behavior skills, which will assist them in community transition.

  5. Project TRiPS

  6. The Foundation of Project TRIPS

  7. Project TRIPS

  8. Legislation • Public Law 94-142 • Individual with Disabilities Education Act (IDEA) • Americans with Disabilities Act (ADA)

  9. The Beginning • Virginia Tech (1976 – 1984) • Public Law 94-142 • Early Programs: • Milwaukee Schools • UNC Chapel Hill • The University of Tennessee (1985 –Present) • Project RISE • Project TRACT • Project TRiPS

  10. Background • June 1997: Gene A. Hayes, received a grant from the U.S Office of Education and developed Project TRiPS. • Two years later, a grant from the Tennessee Department of Education provided the grant funding for the TRiPS project and still remains as it funding source.

  11. TR in the School Setting “The role of the TR specialist working with the school system is to use leisure education to prepare the student to live as independently as possible”(Mobily & Ostiguy, 2004, p.25). According to the 2007 NCTRC Job Analysis Report, 2.9% of Certified Therapeutic Recreation Specialists reported working in the school setting.

  12. TR’s Currently Employed • One person from Wisconsin, LaCrosse • Two people from The University of Tennessee, Knoxville

  13. Suggested Procedure to Develop a T R Project in a school system… • 1. Possible funding source • 2. Appropriate Approval • 3. Appropriate leadership base • 4. Collaboration & partnerships • 5. Appropriate Training • 6. Openness & Transparency • 7. Teacher & Parental involvement

  14. Challenges • New Students and volunteers each semester • Administrative burden • Teaching and ensuring quality documentation • Fingerprinting and background checks

  15. Project TRiPS

  16. Project TRiPS • The academic portion of TRiPS: • 3 credit academic course • Approximately 35-40 graduate and undergraduate students • Taught by Doc, graduate assistants/TRiPS staff • The students learn about: • Types of disabilities • Proper documentation techniques • Appropriate ways to work with special populations • About TR/RT • Goal setting and objectives • Documentation/Progress Notes • Program planning and implementation

  17. Project TRiPS • Each semester: • 35-40 university students • 8 Child Development Centers (CDC) classrooms • 1 hour session of therapeutic recreation activities • UT Students visit the CDC classrooms once a week for 14 weeks (minimum of 10 times per semester) • At the beginning of each semester, the CDC teacher prepares a list of student goals for each student based on their IEP. Activities are then selected based on specific goals for the classroom and the student.

  18. Project TRiPS • Each Week: • Students implement therapeutic activities • Write lesson plans • Update student progress notes • Conduct a case study • Complete a standardized assessment • General Recreation Screening Tool (GRST) • Functional Assessment Of Characteristics for Therapeutic Recreation-Revised (FACTR-R)

  19. GRSTGeneral Recreation Screening Tool • GRSTis a screening tool that measures the general developmental level of clients with developmental disabilities from ages 1-10 in the following 18 areas: • gross motor, fine motor, hand-eye coordination, play behavior, play structure, language use, language comprehension, understanding of numbers, object use, following directions, problem solving, attending behavior, possessions, emotional control, imitation play, people skills, music, and stories/drama.

  20. FACTR-RFunctional Assessment Characteristics of Therapeutic Recreation-Revised • FACTR-R is an assessment tool for clients with developmental delays ten years of age or older to determine a client’s needs related to their basic functional skills and behaviors measuring eleven areas in three domains: physical, cognitive, and social/emotional.

  21. Confidentiality Agreement For UT students to sign

  22. Parents Consent Form For each child’s parent to sign for consent to participate

  23. Initial Evaluation form One is done on each child that participates in the program

  24. Measurable Outcomes of Project TRiPS • Child 1 GRST 1 GRST 2 • Gross Motor 3-6 yrs. 3-6 yrs. 3-6 yrs. • Physical Fine Motor 1-3 yrs. 1-3 yrs. • Eye Hand 1-3 yrs. 1 yr. • Play Behavior 2 yrs. 5 yrs. • Play Structure 1 yr. 4 yrs. • Language Use 0-6 mos. 0-6 mos. • Language Compr. --- --- • CognitiveNumbers --- --- • Object Use 6-12 mos. 6-12 mos. • Follow Directions 6 mos. 1 yr. • Problem Solving 6 mos. 2 yr. • Attending Behavior 6-12 mos. 6-12 mos. • Possessions 6 mos. 3 yrs. • Emotional Control 6 mos. 6 mos. • Imitation Play 4-6 mos. 6-12 mos. • AffectivePeople Skills 4-6 mos. 1 yr. • Music 6 mos. 6 mos. • Stories/Drama 6 mos. 6 mos.

  25. Lesson Plan A lesson plan for an activity which was done with the youth

  26. Project TRIPS Progress Notes A progress note is done on each child after an activity

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