LEI4724

Activities Portfolio # 9

Michelle Wilson

Facilitation Technique Category: Assistive Technology

Activity Title: Choo-Choo!
Source: Tompkins, Amy and Minn, Anoka. (2015). EZ AT Assistive Technology Activities for
Children Ages 3-8 with Disabilities. Pacer Center, Inc. Minneapolis, MN.
Equipment: All-Turn-It spinner, BIGmack, Switch device, butcher paper, construction paper or pre-cut
shapes, makers, Kid Pix Studio Deluxe.
Activity Description: Assistive technology is an adaptive, assistive and rehabilitative devices used or
people with disabilities to improve or maintain functional independence or capabilities. Assistive
technology services and devices can remove barriers, unmask abilities, stretch imagination and increase
expectations. Regardless of the severity of the disability, when give the opportunity and equipment,
individuals are able to make choice important for leisure participation and are able to demonstrate selfdetermined behavior. Dattilo and colleagues (1995) reported that 91% of 55 children using augmentative
or alternative communication systems desired assistance in learning to access leisure Technology provides
expressions of creativity in activities such as spin art, music, and creative writing. In addition, technology
creates opportunities for choice between numerous toys, games, and hobbies as well as multi-sensory
stimulation through auditory, visual, and motor feedback with lights, pictures, and sounds (Dattilo, 2016).
The purpose of the activities is to participate while using AT to improve fine and gross motor skills by
using art and sensory, choice making, readiness and learning skills while taking turns. In preparation the
CTRS can cut out four different shapes from four different colors of construction paper, resulting in 16
pieces or use pre-cut shapes. These shapes will be the cars on the train. First, make an eight-section
grid for the All-Turn-It spinner with the four colors and four shapes. Second, with the marker draw a
train engine on the butcher paper. Third, record Choo-Choo into the BIGmack communication device.
Fourth, have the participants take turns using the All-Turn-It spinner to pick a color and shape for their
train car. The instructor holds up two shapes: one that matches the childs choice and one that doesnt.
Fifth, the participant selects the right piece, attaches the shape to the train and then presses the
communication device to hear the Choo, Choo message. Also, have the participants use an adapted
switch, touch screen or trackball to match shapes with Kid Pix Studio Deluxe. Finish the session by
processing with the participants by reviewing the steps of the activity, benefits, expectations, difficulties,
how they felt before and after the activity and how they can compare this activity to their lives and
discuss their goals.
Leadership considerations: The CTRS is the instructor for this activity and is demonstrating the activity
prior to the session. It is recommended that the CTRS have a certification and/or knowledge in assistive
technology and the devices. The CTRS should be CPR/First Aid certified. The staff to participant ratio
should be 1:1, 1:3, 1:4, for individualized session and small group sizes in order to provide adequate
assistance to the participants. Before starting the session, the CTRS should review expectations, rules and
goals with the participants. The CTRS should demonstrate and explain the assistive technology activity
and/or how to use the AT. The CTRS and staff should give the participants enough time to answer the
questions to the best of their ability and have room for discussion for the group.
Adaptations: Participants with Cerebral Palsy: Cerebral Palsy (CP) is a neurological disorder that
appears in infancy and early childhood. The neurological problems are the result of non-progressive
damage to areas of the brain that control movement and coordination, such as the cerebellum and basal
ganglia. Damage to these areas also affects muscle tone, endurance, strength and speech. The effects of

LEI4724

Activities Portfolio # 9

Michelle Wilson

CP vary in each person depending on the severity of the damage to the brain. Some may have cognitive
impairments and minimal physical problems, while others may have a clear physical disability but not a
cognitive one (Porter, 2015). Have the participants use an adapted switch, touch screen or trackball to
match shapes with Kid Pix Studio Deluxe. Make sure there is ample space for participants that may
utilize wheelchairs or walking devices. Some participants may need assistance of another staff member to
assist with positioning for comfort and using the assistive technology devices. Also if the instructor
allows the participants to cut out the shapes themselves, some participants may need adaptive scissors or
assistance with cutting.
Adaptations: Participants with Autism Spectrum Disorder: Autism Spectrum disorder is a group of
complex neurodevelopment disorder characterized by repetitive and characteristic patterns of behavior
and difficulties with social communication and interaction (www.ninds.nih.gov). Individuals with ASD
have difficulty with socialization, emotional regulation, transitioning to change in routine and behavioral
problems. Participants with ASD may need the CTRS to demonstrate and model expected skills, provide
a visual schedule and instructions with pictures of the activity broken down into smaller steps, provide
individualized sessions and provide reinforcement during and after the activity. Use of the switch device
to make their selection, depending on the severity of ASD.

Adaptations References
Adaptive Physical Activity for Students with Cerebral Palsy. Retrieved November 4, 2016. From
http://www.pelinks4u.org/articles/stopka/oct07_a.htm.
Butcher, J., Hooley, J., Mineka, S. (2014). Abnormal Psychology. Sixteenth edition. Upper Saddle
River, NJ. Pearson Education, Inc.
Cerebral Palsy in the Classroom. Retrieved November 4, 2016. From
http://www.teach-nology.com/teachers/special_ed/disabilities/cp/.
Dattilo, J., & McKenney, A. (2016) Facilitation Techniques in Therapeutic Recreation. Third edition.
State College, PA: Venture Publishing, Inc.
Porter, Heather. (2015). Recreational Therapy for Specific Diagnoses and Conditions. Enumclaw, WA:
Idyll Arbor, Inc.

LEI4724

Activities Portfolio # 9

Michelle Wilson

Facilitation Technique Category: Leisure Education

Activity Title: Leisure Boggle
Source: Recreation Education Treatment, www.recreationtherapy.com/tx/txaware
Equipment: Paper, pens, stop watch, alphabet on slips of paper, small container or box
Activity Description: Leisure education helps participants address the challenges that they may come
across when trying to participate in leisure activities or experiences. Leisure education is designed to
encourage people to actively participate in physically and mentally healthy programs, to empower them to
make decisions and discover new information and resources about leisure, and help them navigate
through stressful transitions throughout their lives (Datillo, 2016). Leisure education goes beyond to
include enabling choice, freedom and self-determination as well to expand and improve quality of life.
The purpose of this activity is to explore other opportunities of leisure activities while interacting socially
with the group. First, have one of the participant write the letters of the alphabet on slips of paper.
Second, each round consists of one minute, draw from the container, state the letter, and start the timer.
Third, have participants brainstorm positive leisure activities that start with that rounds letter. Fourth,
teams share their answers with the entire group. One point is gained for each answer that no other team
wrote down. Note: discussion can include the diversity of leisure activities. Example, can you name one
activity you had never heard of? Was there an activity mentioned that you would like to try? Was there an
activity mentioned you used to participant in and would like to again? Finish the session by processing
with the participants by reviewing the steps of the activity, benefits, expectations, difficulties, how they
felt before and after the activity and how they can compare this activity to their lives and discuss their
goals.
Leadership considerations: The CTRS is the instructor for this activity and is demonstrating the activity
prior to the session. It is recommended that the CTRS have knowledge in leisure education. The CTRS
should be CPR/First Aid certified. The staff to participant ratio should be 1:1, 1:2, 1:4, to provide
individualized attention, if larger group sizes are needed then another staff member is needed. Before
starting the session, the CTRS should review expectations, rules and goals with the participants. The
CTRS should demonstrate and explain the leisure education activity. The CTRS and staff should give the
participants enough time to answer the questions to the best of their ability and have room for discussion
for the group.
Adaptations: Participants with Borderline Personality Disorder: Borderline personality disorder is a
psychiatric illness that is characterized by patterns of behavior characterized by impulsivity and instability
in interpersonal relationships, self-image, and moods. The central characteristic of BPD is affective
instability that is usually demonstrated by unusually intense emotional response to environmental state,
with shifts from one emotional state to another (Butcher, 2014). Quite frequently the individual is engage
in unstable, chaotic relationships and makes attempts to avoid real or imagine abandonment. Other
behaviors that are demonstrated by individuals with BPD includes reckless behaviors like substance
abuse, engaging in unsafe sex, reckless driving, binge eating, self-injurious behaviors, recurrent suicide
attempts and impulsive aggression. Adaptations for participants with BPD due to uncontrolled emotional
regulation and can be confrontational with care providers or other participants; the CTRS needs to
establish clear boundaries and structure and include that in the discussion or prior to the session. Provide
consistency for the boundaries during each RT session and throughout the treatment with other
disciplines. In Leisure education also include discussions about improving self-concept, socially
acceptable behaviors to develop and maintain healthy relationships (Porter, 2015). Keep the group size

LEI4724

Activities Portfolio # 9

Michelle Wilson

small and have additional staff in case the participants become disruptive to the group. Make sure the
timing of the participants medication is optimal for group participation. Include some physical activity
during sessions. Also minimize outside distractions during the session.
Adaptations: Participants with Fibromyalgia: Fibromyalgia is characterized by widespread
musculoskeletal pain for at least three months and pain and tenderness in at least seven of 19 body areas.
Fibromyalgia is also accompanied by fatigue, memory, disturbances in sleep patterns, anxiety, depression,
IBS and mood issues. Fibromyalgia is typically seen in women more often and can occur after some form
of trauma surgery, infection or psychological stress. RT can provide techniques to help participants
cope with and manage pain, find activities that the participant enjoys through leisure education to
promote active participation. Participants may need medication for pain management, allow time and
room for position changes to assist with pain management. Schedule and plan the sessions to decrease
any unwarranted stress on the participants to avoid the participants feeling overwhelmed. Minimize
distractions for participants.

Adaptations References
Butcher, J., Hooley, J., Mineka, S. (2014). Abnormal Psychology. Sixteenth edition. Upper Saddle
River, NJ. Pearson Education, Inc.
Dattilo, J., & McKenney, A. (2016) Facilitation Techniques in Therapeutic Recreation. Third edition.
State College, PA: Venture Publishing, Inc.
Fibromyalgia Health Center. Retrieved November 4, 2016. From
http://www.webmd.com/fibromyalgia/guide/fibromyalgia-work-and-disability.
Leisure Awareness Activities & Protocols. Retrieved November 3, 2016. From
http://www.recreationtherapy.com/tx/txaware.htm.
Personality Adaptations. Retrieved November 4, 2016.
From http://tony-white.com/wp-content/uploads/2013/magazines/Personality%20adaptations.pdf.
Porter, Heather. (2015). Recreational Therapy for Specific Diagnoses and Conditions. Enumclaw, WA:
Idyll Arbor, Inc.
8 Lifestyle Adaptations That Can Lessen the Symptoms of Fibromyalgia. Retrieved November 4, 2016.
From http://fibromyalgiatreatmentgroup.com/fibromyalgiatreatment/8-lifestyle-adaptations-thatcan-lessen-the-symptoms-of-fibromyalgia.