LEI 3703: Disabilities, Modalities, & Activity Adaptations Assignment Paper (75 points) DUE: SATURDAY, APRIL 14TH BY 11 PM
Purpose: The purpose of this assignment is for students to develop an in-depth understanding of various disabling conditions, the types of RT modalities that are used, and activity adaptations that may be necessary when working with individuals with such a disabling condition.
To demonstrate these skills, each student will complete a research paper on a disabling condition and the types of RT modalities provided for individuals with the disabling condition. Each student will also describe in more detail, one modality for the disabling condition and particular activities that can be implemented to match the purpose of the modality. The student will then choose one activity under the modality, provide a description, and after conducting an activity analysis, describe the adaptations necessary for individuals with the disabling condition. The student will also provide an overview for and adaptations of the activity for one other disabling condition so that they can research and compare the various needs and adaptations of various disabling conditions.
********************************************************************************************************** Each student will complete a 10-13 page paper. Points will be deducted for papers that do not adhere to this page length (no less than 10 and no more than 13). Papers are to be written in paragraph format (no outline numbers, etc.) and must follow APA style. The cover and reference pages are not included in the page limit. Students will be graded accordingly on a prepared paper that includes the following sections:
a. Disabling Condition (15 points total and 2-3 pages) You will choose one specific disabling condition as represented under one of the six categories below on p.4. (There are six categories each with examples of specific disabilities in the parentheses.) Use the textbook to help in this choice. Chapter 3-Table 3.3 (pp. 43-46), Chapter 13, and individual chapters on disabilities (Chapters 8-12) in the textbook will also help you choose and help in your research your specific disabling condition.
From information in the textbook and other resources such as journals (e.g. Therapeutic Recreation Journal and The Annual in Therapeutic Recreation and also see the resource list below on p. 4) and websites, you will provide a definition and description of the specific disabling condition and its characteristics. All the categories/types/levels of the condition that may exist, etiology (causes), and prevalence must also be included in the description. Also include relative information as to how the condition affects the life domains (physical, emotional, cognitive and/or social).
You must also research and describe secondary conditions that result from the primary disabling condition you have chosen. (For example, in the physical domain individuals with SCI often experience pressure sores and UTIs and in the emotional domain they may experience depression when they are newly injured. These are a result of and are secondary to the primary condition of the SCI).
(Basically, you are providing information from a broad assessment of the disability based on your research.)
It is the students responsibility to thoroughly research (in textbooks, journals as well as websites) his or her disabling condition so that adequate information can be presented in the paper. The student MUST cite sources in this section whenever any information in the textbook, journal articles, or websites is paraphrased or quoted. Points will be deducted for not citing sources and for only using the internet as a source of information.
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b. Recreational Therapy (RT) Modalities (15 points total and 2-3 pages) Using information in the textbook as well as other resources (e.g. journals and other textbooks), you will provide a summary of the different types of RT modalities (at least five or more) that are provided for individuals with the disabling condition you researched in the first section. Provide a brief description (at least 2 sentences) for each of the modalities.
From this summary of modalities, choose one modality to research more in-depth:
1) Describe the modality in more detail (history, purpose, full description, etc.) and provide the reason why this modality is important for someone with the disabling condition;
2) Apply the APIE process specifically to the modality (e.g. what behaviors, attitudes and skills would be necessary to assess for this modality, what goal areas would be targeted in planning, what facilitation techniques would be necessary in the implementation of this modality, and what areas would be important in the evaluation of the client and the program based on this modality and how often would it be important to evaluate the client and the program (e.g. progress notes, formative, summative, etc.)); and
3) Provide a summary of examples of specific activities (at least five) that could be found under and fulfill the overall purpose of the modality. Explain why each activity fits under that modality and how it can fulfill its purpose.
Use Chapter 5, Table 5.2 (pp. 71-72), Chapter 6, the APIE Outline Handout, Chapter 13, and individual chapters on disabilities (Chapter 8-12) in the textbook to help you choose and help research your modalities for the disabling condition. See below on p. 5 for examples of activities and sources to find activities.
c. Activity and Activity Analysis Form & Summary (15 points total and 2 pages) So now you have a list of at least five activities under the modality. Choose one of these activities.
Provide the overall purpose of the activity and a full description of the activity (how to play, rules, etc.) This should be at least one page.
Using the Activity Analysis Form (AAF) (see a blank form in the assignment folder), conduct an activity analysis on your activity and complete the form by hand. Turn in the completed AFF with your paper. Remember, the analysis is conducted by evaluating the activity in its most pure and normative form (i.e. do NOT think of any adaptations or modifications at this point.) Essentially, an activity analysis is an assessment of the activity as is.
In your paper provide a brief summary of information from your analysis for each of the functional domains. This should be no more than one page.
Use Chapter 6, the APIE Outline Handout from Module 7 (especially the section on planning), and the Activity Analysis Form to help you with this section.
d. Activity Adaptation (10 points total and 2 pages)
Now that you have assessed the disability and the activity, you will now adapt the activity to the general needs of individuals with the disabling condition. This is general in nature so if you were actually working with a client with the disabling condition, then you would adapt (if it was necessary to adapt in the first place) the activity to his/her individual needs. But for the purpose of this project, you will be providing this information at the general level of addressing all the adaptations you can think of to address the common characteristics and needs of those with the disabling condition.
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Before you start thinking about adaptations, you should review : o Chapter 6s Tools for Planning (pp.88-90 especially the section on Activity Modification); o Chapter 13: Wellness through Physical Activity; o Adaptive Equipment Video: http://webapp1.dlib.indiana.edu/vss/view.do?videoId=VAA9656; o Principles for Adapting Activities: http://www.nchpad.org/108/843/Principles~for~Adapting~Activities~in~Recreat ion~Programs~and~Settings; o And any other resources you can find. The chapter on Make Reasonable Adaptations from the Inclusive Leisure Services (the textbook from LEI 3707: Inclusive Recreation Services) will also be very helpful.
After reviewing the activity analysis and the strengths and needs/limitations section on the disabling condition:
1) Describe how you would adapt the activity for individuals with the disability. Within the adaptation you need to cover the physical, social, cognitive, and emotional domains of adaptation and any administrative modifications. You will need to think about the necessary equipment, materials, environment, etc. for adaptation as well as the adaptations for implementation/teaching (instructions, rules, breakdown of steps, etc.). You must address the physical, cognitive, social and emotional aspects of the adaptations. This section needs to be thorough and provide substantial proof that you researched your activity adaptations for the individuals with the disabling condition.
2) Describe how the adaptation will be evaluated to make sure the needs of the clients would be met.
e. Second Disabling Condition (5 points) and Activity Adaptation (10 points) (2-3 pages) In order to get a sense of how an activity can be adapted for different disabilities, you will need to choose another specific disabling condition from a second category from the list below on p. 4. You cannot choose the same category as you did before. (For example, if you chose a specific disability from category 1) Developmental and Cognitive Impairments, you have to choose this second specific disability from one of the other categories #2-6.)
You do not have to go as in depth as you did with the first disability; however, provide a general overview, characteristics, and the needs and strengths (physical, social, cognitive, emotional, and leisure) of individuals with this second disabling condition.
After reviewing the activity analysis and the strengths and needs/limitations of this second disabling condition:
1) Describe how you would adapt the activity for individuals with the disability. Within the adaptation you need to cover the physical, social, cognitive, and emotional domains of adaptation and any administrative modifications. You will need to think about the necessary equipment, materials, environment, etc. for adaptation as well as the adaptations for implementation/teaching (instructions, rules, breakdown of steps, etc.). You must address the physical, cognitive, social and emotional aspects of the adaptations. This section needs to be thorough and provide substantial proof that you researched your activity adaptations for the individuals with the disabling condition.
2) Describe how the adaptation will be evaluated to make sure the needs of the clients would be met.
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e. Overall Content and Process (5 points): Organized and effective presentation of ideas, spelling and grammar, APA format, page length, etc. Please remember to attach a reference page organized in APA format. Points will be deducted for poor grammar, spelling, not citing sources, not using enough sources (and only using internet), and not adhering to APA style.
Six Categories and Examples of Specific Disabling Conditions for Each Category
1. Developmental and Cognitive Impairments (e.g., intellectual impairments, autism, learning disabilities, spina bifida, muscular dystrophy, cerebral palsy, cystic fibrosis, ADD/ADHD, Alzheimers, Dementia, etc.) 2. Psychological Impairments (e.g., mood, anxiety, personality, behavior disorders, conduct disorders, etc.) 3. Orthopedic Impairments (e.g. arthritis, limb loss) 4. Neurological Impairments (e.g., SCI, TBI, CVA, multiple sclerosis, seizures, Parkinsons, ALS, Guillian Barre Syndrome, etc.) 5. Sensory impairments (e.g., visual, hearing) 6. Social Impairments (e.g., substance-related, eating, criminal behavior, at-risk youth, etc.)
Resources for Paper (Textbooks and Journals)
Textbooks (from courses such as LEI 3703, 4724, 3707, Abnormal Psychology, Medical Terminology, etc.) – Inclusive leisure services (you can find information on disabilities and adaptations) – Foundations of Therapeutic Recreation (you can find information on disabilities and modalities) – Facilitation Techniques in Therapeutic Recreation (each chapter incorporates the theory(ies) that support the interventions)
Journals for Recreational Therapy (RT) – Therapeutic Recreation Journal (In FIU library on third floor – catalog call number RM 736.7.T5 ) – Annual in Therapeutic Recreation (e-journal at FIU Library)
Journals for the broader field of leisure studies but we can find evidence related to RT – Leisure Sciences (e-journal at FIU Library) – Journal of Leisure Research (e-journal at FIU Library) – Leisure Studies (e-journal at FIU Library) – Journal of Park and Recreation Administration (e-journal at FIU Library)
Journals in other disciplines: Palaestra, Adapted Physical Activity Quarterly, Research Quarterly for Exercise and Sport, Disability and Rehabilitation, Aging and Human Development, and many, many more. go to the back of the chapters in your textbooks and look through the reference lists.
