SPP Without Appendices

Specific Program Plan
People. Community. Life.
A Community Integration Program

HCC Childrens Center
Heidi Ross
Florida International University

Table of Contents
Cover Page .....................................................................................................................................1
Table of Contents ..........................................................................................................................2
Implementation Description ........................................................................................................4
Introduction .......................................................................................................................4
Population ..........................................................................................................................4
Program Purpose ..............................................................................................................7
Number, Length, and Frequency of Sessions .................................................................9
Facilities and Equipment ................................................................................................10
Staff ..................................................................................................................................10
Evaluation ........................................................................................................................11
Program evaluation .............................................................................................11
Client evaluation ..................................................................................................12
The Program Plan .......................................................................................................................13
Program Title ..................................................................................................................13
Statement of Purpose ......................................................................................................13
Program Objectives ........................................................................................................14
Content and Process ...................................................................................................................18
Sessions ............................................................................................................................18
Session 1 Communicating in the Community ..................................................18
Session 2 Positive Communication ....................................................................21
Session 3 Community Outing to the Zoo...........................................................24
Sequence Sheets ..............................................................................................................27

Session 1 Sequence Sheet ...................................................................................27

References ...................................................................................................................................30

Implementation Description
Introduction
People. Community. Life., a program focusing on community integration and
inclusion, offers activities, sessions, and outings that provide patients at HCC Childrens Center
the opportunity to engage in their respected communities and develop partnerships, friendships,
and independence upon discharge. Additionally, program services are offered after the client has
been discharged to ensure adequate integration into the community, quality of life regarding their
leisure, and to provide additional information and networking regarding events, activities, and
programs that occur throughout the year. Utilizing developed skills from treatment (e.g., social
skills, time management, self-esteem), patients are able to engage in social settings, activities,
and leisure opportunities that best reflect their life in their own community after leaving HCC
Childrens Center.
Community integration relates to the need for encouraging leisure education and leisure
awareness. Leisure education promotes opportunities that enrich the lives of individuals with
disabilities who lack a quality leisure lifestyle (Datillo & Williams, 2011). Skills attained
through leisure education programs such as community integration, provide individuals with the
ability to make choices regarding the activities in which they participate (Datillo & Williams,
2011). Grote and Warner (2013) define community integration as ...a modality utilized to assist
a child [with] normalizing in public settings. This is accomplished by engaging the client in
positive community leisure choices...which leads to an increase in self-esteem, positive views of
the self, increased ability to form relationships, and social acceptance (p. 44).
Although several choices exist regarding the opportunities for engaging in recreation,
prior research has indicated that many individuals do not participate in social activities within

their communities, but instead, spend most of their time inside watching T.V. (Pollingue &
Cobb, 1986). The lack of participation in the community provides an even greater need to
provide community integration programs for the development of quality leisure lifestyles for
those individuals served.
According to Wardlaw & Stumbo (2011), a community can be defined by the physical
boundaries that describe where a person resides (e.g., streets, buildings, or hallways) or by the
social institutions, rituals, and traditions of a group of people (p. 367). Communities bring
people together. When an individual is unable to participate within their respected community,
they can feel segregated and unwanted (Wardlaw & Stumbo, 2011). To eliminate feelings of
loneliness and segregation, community integration programs and their outings provide
opportunities, which include: reducing the stigma associated with an acquired disability,
practicing in real-world setting the skills that have been learned in treatment, and gaining
familiarity with community resources (Williams, 2008, p. 73).
The following sections define and describe the specific program plan, People.
Community. Life., a community integration program developed by the recreational therapy
department at HCC Childrens Center. In addition to the descriptions of the intended population,
purpose, session description, facilities, staff, and evaluation of the program, the first three
sessions are specifically described under the program providing program goals, objectives,
content descriptions, and process descriptions.
Population
Regarding the intended population served within People. Community. Life., the
recreational therapy department at HCC Childrens Center provides therapy for children with
Cerebral Palsy aged 19 and younger. Referring to a group of disorders, Cerebral Palsy (CP) is

categorized by a lack of muscle control and irregular postural movements (Foose & Ardovino,
2008). Obtained from damage to the brain before the age of 12, CP is caused by a variety
conditions including infections, child abuse, stroke, and head injury (Foose & Ardovino, 2008).
Affecting more than 9,500 infants and children in the United States each year, CP is
comprised of four main types: Spastic CP, the most common form results in either diplegia,
where only the legs are affected, hemiplegia, where a leg and arm on one side is affected, or
quadriplegia, where both arms and legs are affected; Athetoid CP, which results in low muscle
tone with slow uncontrollable movements; Ataxic CP, is comprised of poor balance and trouble
controlling muscle length; and Mixed CP, which results in a combination of types, typically with
both rigid and uncontrollable movements (Foose & Ardovino, 2008). Additionally, Foose and
Ardovino (2008) describe CP as ...mild, [with] only mild stiffness in walking, to severe, in
which many bodily functions are impeded. The main areas affected are locomotion, gross and
fine motor coordination, and communication because of limitations in controlling muscle
movement (p. 139).
In addition to the primary complications associated with Cerebral Palsy, secondary
complications also occur which include: intellectual impairments, seizures, vision impairments,
and/or hearing impairments (My Child, n.d.). Additional secondary complications include speech
impairments, learning disabilities, respiratory problems, bowel and bladder problems, and bone
abnormalities (St. Louis Childrens Hospital, 2014). Although CP is permanent, it is nonprogressive and non-life threatening, which allows for the ability to treat and provide therapy to
improve functioning for individuals who have Cerebral Palsy.
Community integration programs utilizing leisure education are appropriate for any
disability including Cerebral Palsy, because leisure education and participation is viewed as a

human right in that it can enable choice, freedom, and self-determination (Datillo & Williams,
2011, p. 190). Schlein and Green (1992) state the importance of leisure participation by
asserting, [it] enables individuals with disabilities to select and work toward individual
leisure lifestyles that are personally satisfying, and would also give them social opportunities
with nondisabled peers (p.52). Because community integration focuses on social interactions
and supports, which improve independence, provide autonomy, allow for recreation
participation, inclusion, and a sense of belonging, individuals with CP are able to have their
social and emotional needs met by participating. Additionally, certain activities provide
opportunities for problem solving and critical thinking (e.g., bus routes, making change) which
provide supports for an individuals cognitive needs.
Program Purpose
The purpose of the community integration program provides participants the opportunity
to integrate information previously learned and apply those concepts to establish an
understanding and purpose in their community (burlingame & Blaschko, 2010). Additionally,
Chun, Lee, Lundberg, McCormick, and Heo (2008) states, ... community integration is the most
effective means of promoting positive life experiences for people with disabilities (p. 219).
Additionally, because several factors including secondary conditions and architectural barriers
affect an individuals quality of life, prior research has shown that community integration
programs provide a critical element for improving quality of life and achieving therapeutic goals
(Chun, Lee, Lundberg, McCormick, & Heo, 2008).
Although participation in the program is important, the greater influence is the inclusion
that participants experience when they engage in community activities with other individuals
without disabilities. By incorporating inclusion into the community integration program,

participants experience greater social inclusion and acceptance in their own respective
communities (Dattilo, 2012). Individuals with Cerebral Palsy who participate in People.
Community. Life. develop several benefits from inclusive community participation, which
includes: fostered friendships, obtained social skills, life-long skills, improved image, improved
academic performance, an improved attitude, an increase in understanding, and acceptance
(Dattilo, 2012).
Because several constraints exist that prevent individuals from participating in
community-based activities, one of the main focuses includes educating clients regarding
constraints and providing resources that encourage participation. Among several constraints that
exist, the specific constraints to leisure participation that are of primary focus in the community
integration program include a lack of: support, companionship, transportation, physical ability,
and physical accessibility (Dattilo, Caldwell, Lee, & Kleiber, 1998). Additionally, because HCC
Childrens Center serves children and youths, constraints specific to children and adolescents
exist as well. McMeeking and Purkayastha (1995) state, ...operating hours and routes of public
transportation could deprive adolescents of the opportunity to be independently mobile (p. 362).
Focusing on eliminating architectural barriers and constraints, as well as social barriers, and
improving social acceptance within each childs community creates a greater opportunity for
quality of life regarding their leisure lifestyle within their communities.
Furthermore, People. Community. Life. community integration programs purpose for
the children at HCC Childrens Center provides opportunities for participation in recreation, but
also provides the leisure education component of ensuring proper social skills are acquired.
Because clients do not always know what is available to them as far as resources and

accommodations, leisure awareness and education are vital components and prove to be
extremely important for successful community integration.
Number, Length, and Frequency of Sessions
Utilizing the model of The Community Reintegration Program (CRP) developed by
Bullock and Howe (1991) as a guide, the community integration program People. Community.
Life consists of twenty-one leisure education and/or community outing sessions, each focusing
on different subjects which include: leisure education; activity identification; motivations for
recreation participation; activity adaptations; alternative or substitute activities; goal setting;
identification of resources; recreation skill development; coping with barriers; etc. (p.11).
Although the twenty-one sessions consist of the primary program which occurs during treatment
at the center, the CRP model also utilizes follow-up visits and transition services to provide
continuous support for clients over the course of one year. The twenty-one sessions that occur
during treatment range from 60 to 90 minutes depending on the session topic and if there is an
outing associated with the session. Clients meet with the recreation therapist three times a week,
in a group setting.
Although the average length of stay at HCC Childrens Center is one month, each clients
stay varies and in the event that a client is discharged before all twenty-one sessions are
completed, transition services are especially important to ensure those clients gain the proper
knowledge and awareness of resources and facilities in their community. Bullock and Howe
(1991) state, It is founded on the belief that a continuation of therapeutic recreation services
must occur after hospitalization, once people have returned to their home communities, if the full
benefits of therapeutic recreation are to be realized. (p. 8).

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In addition to the (CRP) model for the community integration program, dependent on the
client needs, the Community Integration Program (CIP) is also utilized as a way to record pre
and post assessment scores regarding knowledge and skills for using resources in the community
(burlingame & Blaschko, 2010). This assessment program is utilized during treatment as well as
during transition services after discharge. Twenty-two modules are incorporated, each lasting
anywhere from 30 minutes to 90 minutes, at a frequency of three times per week, depending
upon the clients skill level, community activity, and the resources being assessed (burlingame &
Blaschko, 2010).
Facilities and Equipment
The specific facilities utilized for the community integration program include classrooms
located within the recreation therapy department, transportation services provided by HCC
Childrens Center as well as Cleveland Area Rapid Transport (CART), and specific locations
dependent upon the topic of the session (e.g., mall, grocery store, park, community agency).
Regarding equipment, much of the curriculum regarding the educational component is
delivered through Stumbo (2002) Leisure Education II: More Activities and Resources (2nd ed.).
Additionally, depending on the topic for the session, equipment varies from pencils and paper;
chalk, scissors, and other craft resources; balls and board game pieces; and technology
equipment including TVs, DVD players, and iPads. For outing sessions, participants may utilize
money, maps, and other resources specific to the sessions topic and purpose.
Staff
Staff providing the facilitation of the community integration program is comprised
primarily of recreational therapists, recreational therapist assistants, recreation therapy interns,
and volunteers (for community events and outings). Sessions held on HCC Childrens Centers

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campus include a 4:1 ratio, with four clients for every staff member (some sessions may require
higher ratios e.g., 2:1 or 1:1 depending on client needs). Each session must include a CTRS as
the lead facilitator, with recreational therapist assistants and interns available to assist or to
facilitate certain aspects under the supervision and guidance of the CTRS. Additionally,
regarding community outings, two or more staff members are always present in the event of an
emergency and to help with supervision. Volunteers may be present at anytime depending on
need and the specific session topic (e.g., outings, community events).
Evaluation
Program evaluation. Regarding the program evaluations conducted for the community
integration program, evaluations occur both formative, after each session, and summative, after
the entire program is finished. The purpose for compiling evaluations after each session, in
addition to an evaluation after the program is finished, provides information to the therapist to
note if any changes need to be made, or to delineate program strengths and weaknesses (Stumbo
& Peterson, 2009). Having detailed program evaluation data improves future programming,
describes measurable treatment outcomes, and justifies the importance of the specific program
for insurance providers regarding policies and fees.
Each recreation therapist fills out a Post-Session Report Form within 24 hours after each
completed session. Some of the questions areas included on the evaluation include:
Was the session implemented as designed?
How appropriate were the activities?
How appropriate were staff interactions?
Did the sequence of activities occur logically?
Was there sufficient amount of time?
(Stumbo & Peterson, 2009, p. 367)
See Appendix A for an example of the Post-Session Report Form.

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Additionally, an evaluation of the overall program is completed within 48 hours of the

last session. Utilizing the Post-Session Analysis Form (See Appendix B), therapists answer
questions summarizing all of the sessions combined from the entire community integration
program. Specifically, the Post-Session Analysis Form, ...condenses the numerical data from
the program sessions and aids greatly in determining the overall strengths and weaknesses of the
program (Stumbo & Peterson, 2009, p. 368).
Client evaluation. In addition to program evaluations, client evaluations and assessments
are conducted throughout the program based on individual client needs. Entrance into the
program requires a referral from a recreational therapist, and every client is assessed with the
Comprehensive Evaluation in Recreational TherapyPhysical Disabilities (CERTRehab)
assessment. Specifically, the assessment measures functional abilities in eight areas: gross motor
function; fine motor function; locomotion; motor skills; sensory; cognition; communication; and
behavior (burlingame & Blaschko, 2010). The CERTRehab is extremely useful for measuring
the success of interventions and treatment outcomes for the clients who participate in the
program (burlingame & Blaschko, 2010). See Appendix C: Comprehensive Evaluation in
Recreational TherapyPhysical Disabilities.
Because community integration programs involve the client assimilating skills attained
from specific sessions, the focus of client assessments involve observing and documenting
changes in client behavior, skills, and functions as a result from the client participating in the
program and in the individualized sessions (Stumbo & Peterson, 2009). The information
collected from the evaluations are crucial to determining if goals and objectives are met, as well
as determining if additional sessions are necessary to acquire specific skill sets.

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As mentioned previously, one of the specific assessment/evaluation tools utilized for

People, Community. Life is the Community Integration Program (CIP), a twenty-two-module
program that assesses knowledge and skills for using resources in the community (burlingame &
Blaschko, 2010). See Appendix E: Modules of the Community Integration Program (CIP).
Because each clients needs vary, not all modules are administered, only those specific to the
clients goals and treatment outcomes. See Appendix F for the first module from the Community
Integration Program (CIP). Once the client accomplishes their goals for the program, the (CIP)
is administered to determine acquired skills needed for successful integration into the
community, as well as the CERTRehab to denote changes in function related to leisure and
community activities.
The Program Plan
Program Title
People. Community. Life.
Statement of Purpose
To provide educational and participatory opportunities that promotes an increase in social skills,
awareness of leisure resources, and inclusive community outings for successful integration into
the community.

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Program Objectives
Program: People. Community. Life.
Terminal Program Objective: 1. To demonstrate an increase in knowledge and importance of
social skills regarding participation in community activities.
Enabling Objective
Performance Measure
1.1 To demonstrate knowledge of the benefits
of social skills in relation to community
participation.
1.1.1 Under the supervision of the recreational

therapist, when given instructions, the client
will demonstrate knowledge of the benefits
social skills regarding improved self esteem,
leisure satisfaction, and social acceptance as
evidenced by participating in activities that
promote said benefits and verbally stating at
least 2 benefits in the debriefing, as judged
appropriate by the therapeutic recreation
specialist.
1.2 To demonstrate the ability to recognize

positive social skills.

therapist, after watching a video displaying
different social skills the client will
demonstrate the ability to recognize basic
positive social skills as evidenced by
identifying at least 2 positive social skills as
well as 2 negative social skills, as judged
specialist.
therapist, at the end of session 1, the client will
demonstrate an understanding of barriers to
communication as evidenced by acting out 2
scenarios including:
a) Lack of interest
b) Distractions
c) Cultural differences
as judged appropriate by the therapeutic
recreation specialist.
1.3 To demonstrate the ability to use social

skills in a community outing.

therapist, after completion of EOs 1.1 and 1.2,
the client will participate in a community
outing using appropriate social skills 75% of
the time with the other members in the group
as evidenced by:

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a) Using eye contact when speaking and
listening
b) Utilizing appropriate space
c) Avoiding leaving group members out
d) Using appropriate body language
e) Engaging in 3 social interactions with
people outside of their group

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Terminal Program Objective: 2. To demonstrate an increase of awareness regarding leisure
resources in their own community.
Enabling Objective
Performance Measure
2.1 To demonstrate an awareness of overall
leisure opportunities.

therapist, after watching different videos of
leisure opportunities typically not viewed as
recreation, client will demonstrate knowledge
of a variety of leisure and recreation activities
and opportunities, as evidenced by correctly
naming and discussing 3 out of the 5 activities
viewed in the videos, as judged appropriate by
the therapeutic recreation specialist.
demonstrate knowledge of a variety of leisure
and recreation activities, including inclusive
activities, as evidenced by participating in
leisure education games for at least 10 minutes,
2.2 To demonstrate an awareness of different

leisure opportunities available in the
community.

therapist, upon request, the client will
demonstrate an awareness of different leisure
opportunities in the community, as evidenced
by participating in a community scavenger
hunt activity for at least 10 minutes, as judged
specialist.
2.3 To demonstrate the ability to locate

information regarding leisure opportunities in
the community.

will demonstrate the ability to locate
information for community activities three out
of five times, as evidenced by knowing the
following:
a) Location of activity
b) Starting time of activity
c) Transportation information
d) Cost for the activity

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Terminal Program Objective: 3. To demonstrate an increase in ability to participate in an
activity of their own choosing.
Enabling Objective
Performance Measure
3.1 To demonstrate the ability to choose an
activity of their own choosing.

therapist, upon request, the client will
demonstrate the ability to choose an activity
out of a list of options, as evidenced by
choosing at least two activities based on:
a) An interest in participating in the activity
b) Having knowledge of the skills required to
participate in the activity
3.2 To demonstrate the ability to know how to

get to an activity of their own choosing.

will demonstrate the ability and knowledge to
arrive to the location of two out of the three
different activities of their choosing, as
evidenced by:
a) Knowing what form of transportation to use
b) Knowing the logistical information
regarding travel: 1. Time 2. Map 3. Stops
c) Knowing what time to leave to arrive at
activity on time
3.3 To demonstrate the ability to develop a

leisure lifestyle plan to continue to participate
in community activities after treatment.

demonstrate the ability to develop a plan for
which activities they want to continue to
participate in after treatment, as evidenced by
the client verbalizing or stating in writing at
least three activities they will participate in and
utilize an accountability partner/friend from the
group, as judged appropriate by the therapeutic

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Content and Process

Session 1: Communicating in the Community
Purpose: The purpose of the session is to help facilitate clients understanding of the importance
of communicating in the community.
TPO No.: 1. To demonstrate an increase in knowledge and importance of social skills regarding
participation in community activities.
EO No.: 1.1 To demonstrate knowledge of the benefits of social skills regarding community
participation.
Set-Up: Dry erase board, dry erase markers, Table Ball Activity (see Appendix G), Have You
Ever Activity (see Appendix H) Balloons, duct tape, clients should either be around a large table
or in a circle in an open space.
Target Number: Group with a minimum of 8 participants
Content
Process
1. Orientation Activity
The purpose of the warm-up activity Have You
Ever (see Appendix H) is to introduce group
members to each other and to reinforce the ability to
socialize with peersand of course to start off with
something fun!
Utilize this activity as an opportunity for
participants to get to know one another
and to encourage socialization. This
game is helpful even for those
individuals who might be shy, as
everyone has a turn to ask a question
about what other participants in the
group have done.
The directions for playing require
everyone in the group to form a circle
and each participant should be standing
or have their wheelchair/walker above a
designated piece of duct tape on the
floor. There should be only enough
pieces of tape so that one person is left
out and has to stand in the middle (the
facilitator can be the first person in the
middle in order to explain how to play).
When participants are in the middle they
must ask questions regarding things or
activities the other participants may have
done (i.e. Who has had candy for
breakfast? Who has popped a wheelie
with their chair?) Anyone who has done
those activities must move to another
piece of tape. Whoever doesnt have a
spot is the next person in the middle.
Game continues until everyone has gone
or until the game has reached its peak.

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2. Introduction
The purpose of People. Community. Life.
community integration program provides
opportunities for individuals to develop social skills,
leisure education and leisure resources knowledge, as
well as skills to understand how to choose and
participate in activities throughout the community.
Several benefits come from having appropriate social
interactions with peers and other individuals in the
community. Some of those benefits include:
improved self-esteem, leisure satisfaction, social
acceptance, and friendships. By understanding the
importance and having the ability to demonstrate
appropriate social interactions and effective
communication, individuals can experience success in
their social interactions (e.g., friends, peers, teachers,
employers, etc.).
2. Introduction
Introduce the purpose of the overall
program and then the specific purpose of
the session involving communication
and socialization in the community.
3. Presentation/Discussions
Utilize age-appropriate language and write on the dry
erase board as necessary to hit home specific
definitions:
Communityphysical boundary where a
person resides or by social traditions of a
group (Wardlaw & Stumbo, 2011)
Social Skillsinclude sharing, cooperating,
communication verbally and non-verbally,
and determining appropriate rules (Dattilo &
Williams, 2011)
Discuss what a community means and
how social skills are used in the
community.
Have participants name some of their
communities and how the socialize in
those communities.
Write on the dry erase board the
different communities and next to them
ways participants would
convers/communicate in those places.
(I.e. churchno
communicating/whisper; restaurant
talking to waiter to place order;
museumdepending on the exhibit,
some to little communication)
4. Learning Activity
See Appendix G for the activity Table Ball. The
purpose of the activity is to promote communication
amongst the participants in order to keep the ball
from hitting the ground or the table.
Introduce the activity and have
participants gather around a table or in a
circle in an open space. Instruct them to
keep the balloon up in the air. Remind
them for safety that if they are not
utilizing a wheel chair or other mobility
device to be careful and to not dive or
fall into the other participants.

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Depending on the participants in the

group, you can have them do it first
without communicating and then the
next time, have them communicate and
use gestures.
5. Debriefings
What happened?
What about the activity was hard...
What made the activity easy...
So What role did communication play in the
activity...
Now What ways can you use communication in the
community?
Now in What ways would it be difficult to not
communicate in the community?
5. Debriefings
Be sure to debrief after the activity and
discuss how important communication
was in doing the activity. Use What, So
What, Now What questions from
Content.
6. Conclusion
The purpose of the conclusion is to revisit and discuss
what is a community and the purpose for
communicating in the community.
6. Conclusion
Make concluding statements about the
session. Be sure to tie in the activities,
comments and discussions made, and
any behaviors displayed by the
participants that reinforced the
importance of communication in the
community.

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Session 2: Positive Communication

Purpose: The purpose of the session is to help facilitate clients understanding of positive social
skills by teaching basic communication skills and how they lead to effective communication in
the community.
EO No.: 2. To demonstrate the ability to recognize positive social skills.
Set-Up: Dry erase board, dry erase markers, Several Mr. Potato Head Toys and accessories (If
not an option include several sheets of paper and crayons/markers/colored pencils), large pieces
of cardboard or poster board, 2 bowls, note cards with cues already on them (see Appendix J for
a list of cues), the activity From Head to Toe (see Appendix I), a TV with access to the internet
to show YouTube clips, and a CD player with music.
Target Number: Groups of 10+ (Make sure to have an even amount or use a volunteer or other
staff member to make it even)
Content
Process
The purpose of the activity From Head to Toe (see
Appendix I) is to facilitate an understanding of how
difficult it is to communicate when there are barriers
and/or negative social skills being used by the sender
and receiver in a message.
Use the activity as an introduction to the
session. Instruct participants to get in
groups of two (if there is an uneven
number, another group leader or
volunteer can fill in). After every
participant has a partner have them sit at
the table across from their partner. Place
a piece of cardboard or poster board in
between each couple, and ensure that
they cannot see each other. Next, place
either a Mr. Potato Head Toy or a piece
of paper and coloring utensils in front of
each participant. (Note: Make sure each
partner has the same exact pieces,
colors, etc.). Tell one side of the group
that they will construct or color a
picture. Once they have created their
piece, they must then tell their partner
how to create the same exact
construction or drawing. (While they are
giving instructions to their partners, play
music and create distractions that would
inhibit communication). Once their
partners are done take away the
barrier so they can compare their
creations.
Very briefly discuss the reactions from
the participants, and then go into more

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detail later during debriefing once the
presentation/Discussions and Learning
Activity have been done.
2. Introduction
The purpose of the session is to discuss positive
social skills as well as negative social skills, how that
relates to individuals with disabilities, and some of
the barriers to communicating in the community.
2. Introduction
Introduce the topic of the session
Positive Communication and how it
relates to communicating in the
community. Talk briefly about some of
the interactions you noticed during the
orientation activity and how difficult it
was to communicate effectively because
of those reasons (Some participants may
have additional barriers to
communication because of disability,
but should be referred to the Assistive
Technology Program for devices to aid
in communicating or may already have
those devices and are currently using
them). Inform participants that some
short clips will be utilized in the session
as well as an additional learning activity.
Ask participants to think about situations
where they had difficulty
communicating.
Play clips of YouTube videos that discuss different
definitions: (Defined in videos)
a) Body language
b) Nonverbal
c) Tone
d) Eye Contact
e) Leaning Forward
Play the 4 YouTube videos in the
following order:
1. Communication Basics: Body

Language
Discuss the different pieces of body
language (i.e. eye contact, leaning
forward, etc.)
Links for Videos:
2. The Social ExpressHidden Social
The Social ExpressHidden Social Keys:
Keys
https://www.youtube.com/watch?v=AACNWmuwq_I 3. The Social ExpressUnlocking the
The Social ExpressUnlocking the Clubhouse:
Clubhouse
https://www.youtube.com/watch?v=hastVc_iUAc
Discuss after two Social Express Videos
Failure to Communicate:
the different body language positions
https://www.youtube.com/watch?v=8Ox5LhIJSBE
and which ones were positive for
Communication Basics: Body Language:
effective communication.
https://www.youtube.com/watch?v=ZwiNFcghrks
4. Failure to Communicate
Discuss the cultural barriers and aids

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that help individuals with disabilities to
effectively communicate. Also, discuss
barriers that can occur in the community
for effectively communicating (i.e. the
train noise, maps too high, etc.)
See Appendix J for a list of cues to write on the note
cards. One section of negative social skill cues and
the other with conversation topics. The purpose of the
activity allows for the recreational therapist to know
that clients understand the difference between
negative social skills and how they affect
communication.
Once cues are written on note cards,
place negative social skills and body
language in the first bowl and
conversation topics in the other bowl.
Have clients participate two at a time
and instruct one to pick the
barrier/negative social skill and the other
participant to pick a conversation topic.
The person with the conversation topic
begins the conversation, while the other
person acts out the barrier. After about
30 seconds have passed, have remaining
participants guess what barrier was
being acted out. Continue until everyone
has had a turn. (Note: some adaptations
can be made in the event its too easy or
too hardadjust cues based on difficult
level).
5. Debriefings
What were barriers discussed?
What were barriers in the first activity?
What are barriers you have experienced?
What are some negative social skills?
What are positive social skills?
So What effect do barriers have on our
communication?
Now What are ways we can change how we
communicate?
Now What are ways we can effectively communicate
in the community?
5. Debriefings
Be sure to debrief and discuss how
important positive social skills are in
communicating effectively in the
community. Use What, So What, Now
What questions from Content.
6. Conclusion
The purpose of the conclusion is to reiterate the
importance of positive social skills in hopes of
eliminating some barriers to communicating in the
community.
6. Conclusion
Make concluding statements about the
session and tie in how the two activities
relate to the importance of effective
communication in the community.

24
Session 3: Community Outing to the Zoo

Purpose: The purpose of the session is to help facilitate a community outing where clients are
able to utilize basic social skills previously learned from first two sessions
EO No.: 3. To demonstrate the ability to use social skills in a community outing.
Set-Up: Public transportation via CART, CART map (see Appendix K), food stipend for each
participant, emergency contact info and medications that may need to be administered while on
the outing, zoo tickets, How to Ride the Bus video (see link in content section), volunteers
(3), RT interns (2), ensure participants that are walking have appropriate shoes and all
participants have appropriate attire for the weather.
Target Number: For every employee/volunteer, two clients (depending on their needstypical
ratio is 1:4) 8-10 participants
Note: This session is longer due to its nature as a community outing.
Content
Process
The purpose of the activity is to remind participants of
other group members names and to begin
socialization with group members as they prepare to
participate in the community outing.
Instruct group members to go around
and say their name and to provide a
greeting (e.g., good morning, hello, so
nice to see you, etc.) for the group.
Then have them state one thing they are
looking forward to with the outing.
Give time for everyone to participate.
2. Introduction
The purpose of the introduction is to orient everyone
to the community outing. Go over rules:
a) Buddy system (groups of 3 or more with one leader
present)
b) Food stipend is for food. You may bring your own
money for other purchases.
c) Find 3 opportunities to communicate with someone
outside of your group (leader will record experience)
d) We are not the only ones there. Make sure you are
respectful of others around you.
e) Stay on timegroup leaders will help with this.
When they say its time to go or to meet with the rest
of the group, its time to go.
2. Introduction
Begin introducing the community
outing of going to the OKC Zoo. Go
over rules (see content section) and
discuss the purpose of the outing. This
is to enjoy a fun activity, but also to use
the basic social skills we have learned
to engage in conversation with
individuals in our group, as well as
with other patrons or staff members at
the zoo. Your 3 opportunities to
communicate include non-verbal, too
(especially if there are any participants
with CP where it has affected their
speech). If anyone is using augmented
communication device or another form
of assistive technology for
communicating, be sure to use it with
people outside of our group to gain

25
experience using it in real-life
situations. Each participant should have
3 opportunities to engage in
communication with people outside of
our group.
3. Presentations/Discussions
Present the YouTube clip How to Ride the Bus
https://www.youtube.com/watch?v=QIslaBHKbAI
(Note to Dr. Autry: This is for another area, but the
directions would be the same for CART, if they had a
video.) This video will be utilized many times
throughout the program to help understanding of how
to utilize CART. In a later session another YouTube
video https://www.youtube.com/watch?v=gSkwbXbWdU is used to actually educate the different
options, bus fare prices, where to find information
regarding transit services, and options for individuals
with disabilities.
3. Presentations/Discussions
Inform participants that they will utilize
CART for transportation to the OKC
ZOO and this will begin to familiarize
them with the system and their
services. Show the YouTube video
(link in content section). Provide
everyone with a map of CART routes
(see Appendix K) and pass out food
stipends. Prepare everyone to go to the
pick-up spot for CART and travel to
the OKC ZOO.
The Zoo outing is the learning activity. Its purpose is
to provide a fun activity, but also to allow
opportunities for the group members to engage in an
inclusive community and interact with other
individuals outside of their group.
Upon arrival at the Zoo, ensure
everyone has broken into their groups,
ensure everyone has a map and their
food stipends. Remind them to have 3
different opportunities to communicate
with people outside of their group, and
that leaders with each group will record
interactions (TRS will travel around to
different groups and ensure appropriate
documentation and to observe client
interactions, too). Remind clients to
return back to entrance 2 hours later.
(Actually state whatever time that may
be). Have fun!
5. Debriefings
What did you enjoy about the outing?
Did you experience any barriers? If so What were
they?
What did you not like about the outing?
What were some examples of times you interacted
5. Debriefings
Gather group back at meeting point and
briefly go over any observations you
saw and instances where you saw
clients communicating with people
outside of their group. Go over

26
with people outside of the group?

So What about the outing was difficult/easy? Explain
feelings/frustrations experienced...
Now What ways could you do things differently?
Now What ways could you experience the same thing
in other community settings?
Debriefing questions found in the

content section. Allow plenty of time
for clients to talk about anything they
experienced during the outing.
6. Conclusion
The purpose of the conclusion is to review
opportunities of communication in the community
outing. Some of this may blend with debriefing.
6. Conclusion
Provide any closing remarks to
communicating in the community. If
anyone had any difficulties, remind
them its a learning process and there
will be many more opportunities to
communicate in the community. As
well if there were very specific
scenarios, additional assessment and
consult from other therapists and
departments may provide additional
supports for future success in
community outings.
See Appendix D: Performance Sheet used for

attainment of each clients objectives.

27
Sequence Sheet
TPO
EO
Description
Orientation ActivityHave you Ever
Introduction
Introduce People. Community.
Life. Program
Introduce Session 1 Communicating
in the Community
Presentation/Discussion
Discuss definitions of community
and social skills
Discuss different communities and
ways to communicate in those
communities
Session
Time
10
2
8
5
5
Learning Activity
Explain activity Table Ball
Perform activity
2
8
Debriefings
What, So What, Now What
Comments/Questions
15
5
Conclusion
Discuss importance of
communicating in the community
Tie together activities to purpose and
effectiveness
2
3

28
Sequence Sheet
TPO
EO
Description
Orientation ActivityFrom Head to Toe
Discuss Reactions
Introduction
Introduce Session 2 Positive
Communication
Discuss Orientation Activity and how the
activity relates to positive communication
Discuss barriers to communication
Presentations/Discussions
Play YouTube video #1
Discuss Body Language from video #1
Discuss positive and negative body
language from videos #2 &3
Discuss barriers to communication
Session
Time
15
5
2
2
2
6
2
4
1
2
2
2
Learning Activity
Introduce activity and rules
Participate in activity
2
10
Debriefings
What, So What, Now What Questions
Comments/Questions from participants
15
5
Conclusion
Discuss importance of positive
communication in the community
Tie together activities for purpose and
effectiveness
2
3

29
Sequence Sheet
TPO
EO
Description
Orientation Activity
Introduction
Introduce Session 3: Community Outing to
the Zoo
Go over rules, guidelines, and expectations
Session
Time
5
2
5
Presentations/Discussions
Discuss purpose
Introduce CART
Play YouTube video How to Ride the Bus
Pass out food stipends and maps
Questions/Comments/Concerns?
2
1
2
1
4
Travel Time
30
Learning ActivityEnjoy the OKC Zoo! (Observe

social interactions)
120
Debriefings
What, So What, Now What Questions
Questions/Comments
15
5
Conclusion
Discuss purpose and effectiveness of outing
Discuss how community integration is a
process
2
3
Travel Time
30

30
References
Bullock, C. & Howe, C. (1991). A model therapeutic recreation program for the reintegration of
persons with disabilities into the community. Therapeutic Recreation Journal, (1), 7-17.
burlingame, j. & Blaschko, T. M. (2010). Assessment tools for recreational therapy and related
fields (4th ed.). Ravensdale, WA: Idyll Arbor, Inc.
CART. (2013). Cleveland Area Rapid Transit. Retrieved from
http://www.ou.edu/content/dam/CART/Images/SystemMap%209-2013.pdf
Chun, S., Lee, Y., Lundberg, N., McCormick, B., & Heo, J. (2008). Contribution of community
integration to quality of life for participants of community based adaptive sport programs.
Therapeutic Recreation Journal, 42 (4), 217-226.
Dattilo, J. (2012). Inclusive leisure services (3rd ed.). State College, PA: Venture Publishing, Inc.
Dattilo, J., Caldwell, L., Lee, Y., & Kleiber, D. (1998). Returning to the community with a spinal
cord injury: Implications for therapeutic recreation specialists. Therapeutic Recreation
Journal, (1), 13-26.
Dattilo, J. & Williams, R. (2011). Leisure Education. Facilitation techniques in therapeutic
recreation (2nd ed.). State College, PA: Venture Publishing, Inc.
Foose, A. & Ardovino, P. (2008). Therapeutic Recreation and Developmental Disabilities.
Foundations of therapeutic recreation: Perceptions, philosophies and practices for the
21st century. Champaign, IL: Human Kinetics.
Grote, K. & Warner, S. (2013). Behavioral health protocols and treatment plans for recreational
therapy (2nd ed.). Enumclaw, WA: Idyll Arbor, Inc.
Have You Ever. (n.d.). Active warm-up activities for recreation therapy groups. Retrieved from
http://www.recreationtherapy.com/tx/txwpatv.htm

31
McMeeking, D. & Purkayastha, B. (1995). I cant have my mom running me everywhere:

Adolescents, leisure, and accessibility. Journal of Leisure Research, 27 (4), 360-378.
My Child. (n.d.). About Cerebral Palsy: Definition. Retrieved from http://cerebralpalsy.org/
about-cerebral-palsy/definition/
Pollingue, A. B. & Cobb, H. B. (1986). Leisure education: A model facilitating community
integration for moderately/severely mentally retarded adults. Therapeutic Recreation
Journal, 3, 54-62.
Schlein, S. J. & Green, F. P. (1992). Three approaches for integrating persons with disabilities
into community recreation. Journal of Park and Recreation Administration, 10(2), 51-66.
St. Louis Childrens Hospital. (2014). Cerebral Palsy. Retrieved from http://
www.stlouischildrens.org/diseases-conditions/cerebral-palsy
Stuckey, K. (n.d.). Barrier games. Retrieved from
http://www.handyhandouts.com/viewHandout.aspx?hh_number=228
Stumbo, N. (2002). Leisure education II: More activities and resources (2nd ed.). State College,
PA: Venture Publishing, Inc.
Stumbo, N, & Peterson, C. (2009). Therapeutic recreation program design: Principles &
procedures, (5th ed.). San Francisco, CA: Pearson Education, Inc.
Table Ball. (n.d.). Social activities for small groups. Retrieved from
http://www.recreationtherapy.com/tx/txsmsoc.htm
Wardlaw, B. & Stumbo, N.J. (2011). Community Integration. Facilitation of therapeutic
recreation services; An evidence-based and best practice approach to techniques and
processes. State College, PA: Venture Publishing, Inc.
Williams, R. (2008). Places, Models, and Modalities of Practice. Foundations of therapeutic
recreation: Perceptions, philosophies and practices for the 21st century. Champaign, IL:
Human Kinetics.

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Specific Program Plan

People. Community. Life.

A Community Integration Program

Specific Program Plan

Specific Program Plan

Session 1 Sequence Sheet ...................................................................................27

Specific Program Plan

Specific Program Plan

Specific Program Plan

Specific Program Plan

Specific Program Plan

Specific Program Plan

Specific Program Plan

Specific Program Plan

Specific Program Plan

Additionally, an evaluation of the overall program is completed within 48 hours of the

Specific Program Plan

As mentioned previously, one of the specific assessment/evaluation tools utilized for

Specific Program Plan

1.1.1 Under the supervision of the recreational

1.2 To demonstrate the ability to recognize

1.2.1 Under the supervision of the recreational

1.3 To demonstrate the ability to use social

1.3.1 Under the supervision of the recreational

Specific Program Plan

Specific Program Plan

Program: People. Community. Life.

2.1.1 Under the supervision of the recreational

2.2 To demonstrate an awareness of different

2.2.1 Under the supervision of the recreational

2.3 To demonstrate the ability to locate

2.3.1 Under the supervision of the recreational

Specific Program Plan

Program: People. Community. Life.

3.1.1 Under the supervision of the recreational

3.2 To demonstrate the ability to know how to

3.2.1 Under the supervision of the recreational

3.3 To demonstrate the ability to develop a

3.3.1 Under the supervision of the recreational

Specific Program Plan

Content and Process

Specific Program Plan

Specific Program Plan

Depending on the participants in the

Specific Program Plan

Session 2: Positive Communication

Specific Program Plan

1. Communication Basics: Body

Specific Program Plan

Specific Program Plan

Session 3: Community Outing to the Zoo

Specific Program Plan

Specific Program Plan

with people outside of the group?

Debriefing questions found in the

See Appendix D: Performance Sheet used for

Specific Program Plan

Specific Program Plan

Specific Program Plan

Learning ActivityEnjoy the OKC Zoo! (Observe

Specific Program Plan

Specific Program Plan