Adventure Therapy

Activity Title: Basic Canoe Skills: Entering/exiting a canoe and how to control a canoe.
Source: D'urfe, B. (2004, August 23). Canoe Skills. Retrieved September 7, 2016, from
https://www.cornellcollege.edu/politics/courses/allin/371/canoeskills.pdf
Equipment:

Canoes
Paddles are used in this activity to steer the canoe.
Personal Flotation Device, also known as a lifejacket, are needed for the participants in
case the individual does not know how to swim.
All participants need a helmet. The helmet must have holes in it to allow the water to
drain freely in case of a capsized canoe.

Activity Description: This activity is a leisure activity designed for individuals to experience
nature. The purpose of this activity is to teach the participants on how to enter or exit a canoe and
how to steer the canoe. This activity helps the participant with their communication skills with
their partners, their motor skills, enhance their overall fitness, and ability to relax. Adventure
therapy is used to help apply real life experiences in nature to help individuals in their current
life at home. In order to enter or exit a canoe safely, you should place the canoe parallel to the
shore (Durfe, 2004). If not, the canoe could become vulnerable and unstable and could lead to
the canoe being capsized. To enter into a canoe, place one hand on the near gunwale, meaning
the edge of the canoe, and one foot in the center of the canoe (Durfe, 2004). Stay low while
using your other hand to grab the other side of the canoe while you transfer your weight to the
foot that is inside of the canoe. When you place your other foot into the canoe, stay on your
knees while youre other partners board. Depending on the size of your canoe, you could have up
to three people in one canoe. After everyone has boarded into the canoe, then you could go into
your paddle position.

There are only two actions possible with the canoe paddle: you can place the paddle in the
water and pull the canoe towards the paddle, or you can place the paddle in the water and push
the canoe away from it, (Durfe, 2004). To paddle, always keep your paddle as near vertical as
you can. Your upper hand should be at eye level while your lower hand is as fully extended.
Place the blade into the water and push with your upper hand. When you are stroking, keep the
paddle in front of you. Do not allow the strokes to pass beyond your body because this will cause
you to waste more effort. When placing the paddle into the water, always move the canoe to the
paddle. Slide the blade out of the water by dropping the top hand and feather the blade during
the recovery, (Durfe, 2004). After every five to six strokes, you could switch sides to keep the
canoe going straight. When paddling with two individuals, it becomes a team effort to help steer
the canoe. The individual in the front, known as the bow, is the one with the power strokes to
keep the canoe moving. The individual in the back, known as the stern, adds power as well but is
usually the one who steers the canoe in the right direction. Both the bow and stern individuals
paddle on different sides. If one overpowers the other, it will cause the canoe to go out of course.
Each individual needs to paddle the same force and maintain the same pace. Communication is
key in this activity.
Leadership Consideration: It is recommended that they have a proper instructor that should
lead this activity. CTRS could go in this activity and he or she gets to go canoeing with the
participants. Depending on the size of the canoe, you could have up to three people in a canoe.
Each group field trip consist of five canoes and has up to three guide leaders. Before going on
any canoe trip, it is recommended for the guides to be properly trained in certain topics such as:
water regulations, rescue techniques, paddling techniques, water rescue and water safety, trip
planning, weather knowledge, environmental practices, hypothermia and first aid, equipment
handling and packing, and leadership skills (Durfe, 2004). Before going canoeing, the
participants should be briefed on what you should do when you have been capsized and how to
get back on the canoe. They should also go over the swimming techniques as well in case they
are in the water. The leader should also explain the importances of safety gear and that they
should wear it at all times when canoeing.
Participants Adaptation: For individuals with amputations/ limb loss: Many individuals
today have either experienced a limb loss or an amputation. Some individuals were born with
limb loss while others have amputations from either a battle wound in war, a disease, or a
traumatic accident. Looking at the website of Disabled Sports USA, they have many adaptations
that could help people with either lower limb loss or upper limb loss. According to disabled
sports USA their program helps all individuals with different types of limb loss. Individuals
with at least one lower limb can learn how to control a kayak with foot-operated rubber controls,
individuals with bilateral lower limb amputation/impairment can learn how to use paddle strokes
to control direction of a kayak or vaa, (Disabled Sports USA). To help prevent a canoe from
capsizing, their adaptive program has two different ways to help. One way is their canoe are
rigged with a double hull catamaran configuration. A second choice is to use a single hull that are
rigged with the addition of a safety ama, which is attached to the right side of the canoe. Spray
skirt is a device used for individuals with quadriplegia to help hold them upright in the boat.

Adaptations for individuals with special needs:

Jan Whitaker, President of Paralympic Sport Club, said, Outrigger canoeing is safe and fun and
the equipment used is adaptable to accommodate people with disabilities from all five major
disability groups- amputations, spinal cord injury, cerebral palsy, visual impairment, intellectual
disability, and other, (Disabled Sports USA). Cape Ability Outrigger Ohana (CAOO) is another
organization in which helps provide adaptive canoeing to individuals with special needs. Not
only do they provide outrigger canoe but also offer more adaptive equipment. They offer a
variety of seats that enable individuals who need more support to enjoy an outing on the water.
This organization has been working with other organizations such as Developmental Disabilities
Services Office.
Adaptation References:
(n.d.). Retrieved September 7, 2016, from http://www.disabledsportsusa.org/sport/canoeing/
(n.d.). Retrieved September 7, 2016, from http://archive.disabledsportsusa.org/canoe/
(2016). Retrieved September 7, 2016, from
http://www.adaptivecanoeing.org/programs/recreational-paddling/

Therapeutic Use of Sailing

Activity Title: Lets Sail!

Source: Learning the basics of sailing. (2016). Retrieved September 8, 2016, from
http://www.discoverboating.com/resources/article.aspx?id=259
Equipment:

Sailboat
Personal flotation device is to be worn at all times when you are in the sailboat.
Gloves are to be worn if you are going to be a crewman and when you are handling
ropes.
Wear layers of clothing, it tends to be colder out in the water. It is better to be protected
for any weather conditions.
Sunblock is needed during this activity.
Bring water bottles to keep yourself hydrated when you are out in the ocean.

Activity description: The therapeutic use of sailing is very beneficial to all individuals from all
ages. It helps the individual with their social skills, communication skills, and teamwork. This
therapeutic activity would help the individual relax and enjoy the view. During this activity, the
participants will learn how to sail a sailboat by certified instructors. Depending on the size of the
boat determines the amount of individuals they could take. For example, if you have a twenty
foot sailboat then they will take five participants and three instructors. Before going onto the
boat, the instructors will go over the terms used in sailing, safety procedures, and the equipment
that they would be used on the boat.
In sailing there are some terminology that the participants need to be aware of. Aft, also known
as the stern, means the back of the ship while bow means the front of the ship. Port is the left
hand side of the boat when you are facing the bow while starboard is the right hand side of the
boat. When the wind is blowing towards you, then the boat is in the position called leeward.
When the wind is blowing in the direction opposite of what you are facing it is called windward.
There are a few safety rules that each individual needs to know when they are navigating a sail
boat. Firstly, they must always be on the lookout and listen for any other boats that could be
around them. This could help prevent the sailboat from crashing into another boat or run ashore.
Secondly, they need to always preserve the sailboat in a safe speed to maintain in control of the
boat. Thirdly, windward gives way to leeward (2016). Lastly, A sailboat should always keep out
of the way of any boat that is: not under command, restricted in its ability to maneuver, and is
engaged in fishing (2016). Some equipment the participants will learn to use are: halyard tension
ropes, outhail tension ropes, traveler adjustment ropes, and boom vang tension ropes. After going
over the safety precautions, terminology, and equipment. The participants will be assigned
different jobs on the boat. The participants will learn each job and would rotate when the
instructor tells them. The instructors will take the boat out to an open body of water and teach the
participants the basic steps on how to sail a boat. After an hour of sailing, they will go back
inland to dock.
Leader Considerations: It is highly recommended that certified instructors should lead this
activity. CTRS could go on this activity and could be in close proximity of facilitator to the
participants. There are a few safety precautions that the instructor and as well as the CTRS needs
to follow when going sailing. Firstly, the instructor should always check the weather conditions.
It is best to go sailing on a day with calm seas and uncrowded waters. Secondly, everyone on the
sailboat must follow the sailing basics of safety. Lastly, respect the boom. It is highly

recommended that the participants bring sunscreen or clothing to protect themselves from the
sun. Also they should wear closed shoes with grip on the sailboat. The participants that are on the
boat should constantly follow the directions that the instructors are telling them.
Adaptations for individuals with quadriplegia and paraplegia: There are many different
organizations that provide sailing for individuals with disabilities. Each of these organizations
use different or similar adaptations to help make sailing more accessible to them. Technology has
had a major impact on helping individual with quadriplegia and paraplegia. Quadriplegia, also
known as tetraplegia, is a paralysis caused by illness and injury that could cause partial or total
loss of use from all limbs and torso. Paraplegia is similar to quadriplegia but does not affect the
arms. Disabled Sports USA offers a program of adaptation sailing for individuals who are
quadriplegia and paraplegia. It is a barrier for an individual who is quadriplegia to get onboard a
boat. They offer assistance to help transfer individuals in and out of the boat. There are a variety
of ways to do so, including use of mechanical lifts, transfer boarding, benches, and personal
assistance, (Disabled Sports USA). Sail to prevail has a program to help individuals who have
from high to low mobility. They offer specially designed seats that allow them to move freely to
sail the boat. Some of these seats allow them to steer the sailboat or help on deck.
Adaptations for individuals with hearing impairments: Individuals with a hearing impairment
tend to use hearing aids, sign language, lip reading or written notes to help them communicate
with other people. There are several ways we could use adaptations to help the individual sail a
sailboat. Firstly, if they are wearing a hearing aid, it would be hard for the individual to
understand what you are saying because of the sound of the wind and ocean. To help provide an
alternative way to help communicate would be to use hand signals (Frenkel, Alison). Having an
interpreter on the sailboat would help individuals with their communication about the
instructions. Also, using different cues would help them to understand when to roll the ropes or
change position. Two program that offers therapeutic sailing to individuals with hearing
impairments are Shake A Leg Miami and Sail to Prevail.
Adaptation References:
Dattilo, J., & McKenney, A. (2016). Facilitation Techniques in Therapeutic Recreation (3rd ed.).
State College, PA: Venture Publishing.
Disabled Sailing Program. (2010). Retrieved September 9, 2016, from
http://www.sailtoprevail.org/disabled_sailing.html
Frenkel, D., & Alison, B. (n.d.). Adaptive Sailing Resource Manuel. Retrieved September 9,
2016, from http://www.ussailing.org/wp-content/uploads/daroot/Adaptive Sailing/Adaptive
Sailing Resource Manual.pdf
Sailing. (n.d.). Retrieved September 9, 2016, from
http://www.disabledsportsusa.org/sport/sailing/

Therapeutic use of exercise

Activity Title: Water Aerobics: Lets Exercise!

Source: Taylor, J. (2015, May 27). List of Water Aerobics Exercises. Retrieved September 15,
2016, from http://www.livestrong.com/article/384749-list-of-water-aerobic-exercises/
Equipment:

Swimming pool
Foam water weights (this is optional but is used to help tone muscle or build it)
Water shoes (this is optional but is used for grip in the pool)

Activity Description: Water aerobics is a useful way to help improve your body movements
through the use of the water. This also helps improve an individuals flexibility and help tone
their muscles. Moving your aerobics routine into the water provides the toning and
cardiovascular benefits of exercise on dry land with less strain and stress on your muscles, joints,
and bones, (Taylor, 2015). This is especially useful for individuals who are elderly or coming
off an injury.
Water aerobics could have up to 12 participants in each class. To start the class, each participant
needs to warm up by water walking. The participants start by walking in water at waist-high
water. They need to walk back and forth across the pool while swinging their arms. When
walking in the pool the individuals need to walk with their feet flat against the pool floor. They

first start with slow strides and increase their intensity after a few minutes. Towards the end of
their walking they need to take longer strides and walk faster to help increase their heart rate.
After the warm up, the individual starts the K-Treads workout. This exercise targets multiple
muscles like: back, chest, arms, hamstrings, and abs. This exercise takes place in the deep end of
the pool. The individual treads water while making small circular motions with cupped hands.
Lift your left leg and extend it straight out at hip level while extending your right leg toward the
bottom of the pool, (Taylor, 2015). Make sure to tighten your muscles and hold the pose for five
seconds. Once five seconds has gone by, switch legs and continue to do this work out for thirty
seconds. After doing this exercise, the next exercises are kick & punch cardio and wave maker
for the lower body. For kick and punch cardio, the individual needs to stay completely
submerged to kick and punch. If you kick with your left then you punch with your right and vice
versa. You could use foam water weights if you would like to help build muscle. This exercise
continues for several minutes.
Leadership Consideration: CTRS could function as a water instructor and assist the individuals
with the movement that they need to complete. He or she is in close approximation with the
individuals. There are several safety precautions that the CTRS or instructors need to know
before leading this activity. All the participants need to go over swimming lessons before starting
this activity. There should also be a lifeguard present when the participants are in the pool and all
instructors or CTRS leaders need to be certified in CPR.
Adaptations for individuals with Osteoarthritis: Water aerobics is a great activity for
individuals with osteoarthritis. Osteoarthritis is when you have arthritis in the bones or joints in
your body. This causes pain in your bones and joints when you are doing your daily activity.
Arthritis is most commonly known to affect your knees and hands. There are a very few
adaptations that are needed to help an individual with osteoarthritis. A pool or tank of warm
water provides an ideal environment in which to exercise because its buoyancy counteracts
gravity, thereby decreasing the weight placed on painful joints and the spine, (Cole, Becker,
2016). Warm water helps joint pain and makes it easier for an individual with osteoarthritis to
stretch out their arms, legs, and hand. With warm water and low intensity exercise could help
improve their movements and ease the pain on their bodies.
Adaptations for individuals with Multiple Sclerosis: Water aerobics is a benefiting way for
individuals with multiple sclerosis. Multiple sclerosis is a type of chronic disease involving
damage to sheaths of nerve cells in the spinal cord and brain. Some symptoms that comes with
MS are: numbness, severe fatigue, impairment to speech and of muscular coordination. Water
helps individuals with MS move in ways they may not be able to do on land. Cooler water can
help maintain lower core body temperature even during vigorous activity This is especially
helpful for people with heat sensitivity issues, (2016). The resistance of water can be used to
help improve an individuals muscle strength. Also, compression can offer support for upright
activities, such as walking, with less energy than on land. Not only could water aerobics be
helpful on individual physically but also mentally. It could improve their motivation and mood.
Another adaptation that may be needed is a water lift for participants in wheelchairs.
Adaptation Reference:

Cole, A. J., & Becker, B. E. (2016). Pool Therapy to Relieve Osteoarthritis Pain. Retrieved
September 16, 2016, from http://www.spine-health.com/wellness/exercise/pool-therapy-relieveosteoarthritis-pain
Benefits of aquatic exercise. (2016). Retrieved September 16, 2016, from
http://www.nationalmssociety.org/Resources-Support/Library-Education-Programs/YouCAN!/Exercise--or-not--in-Water

Therapeutic use of sports

Activity Title: The Basics of Baseball: Play ball!

Source: McConnel, D. (n.d.). How Baseball Works A Guide to Major League Baseball.
Retrieved September 14, 2016, from http://www.howbaseballworks.com/TheBasics.htm
Equipment:

Baseball
Baseball glove (used to catch fly balls or ground balls in the infield and outfield)
Baseball bats (used to hit the ball during batting)
A helmet is needed when the individual goes up to bat. This helps protect the ball from
causing injury to the head.

Activity Description: The purpose of this activity is to help the individual with their motor
skills, thinking skills, and cognitive skills. This activity also helps the individual with their eye
coordination and their muscle strength. Baseball is a game that is played between two teams.
Each team plays nine innings in which they try to score runs. The visiting team are always the
first to bat at the top of the inning and the home team bats at the end of the inning. When both
teams have had their chance to bat, then thats the end of the inning. Each team has up to twentyfive players but only nine players are allowed on the field at any time. The rest of the players are

considered substitute. A substitute may be brought into the game at any time (whether because
of injury, fatigue, or tactical reasons), but once a player is replaced by a substitute then he is not
allowed to return to the game, (McConnel). The game of baseball is played on an open field.
You have the infield and outfield. Infield, also known as the diamond, has first, second, third,
and home base at each corner. Each base is placed 90 feet from the other base. The pitcher
mound is in the middle of the diamond. Beyond the infield, you have the outfield which is
around 400 feet from home plate. There are also two foul lines which extend to the wall from
the first base and third base lines, and at the end of each foul line where it meets the outside wall,
theres a huge foul pole to show which long hits are fair and which are foul, (McConnel). The
zone between first and third base lines, and the outfield wall is known as fair territory (meaning
that the ball is live and the runners could run). If your team is in the field there are different
position everyone plays. You have the catcher, he or she is the one who catches the pitchers balls
and protects home base from runners. The pitcher stands at the pitcher mount and throws the ball
towards the catcher with the batter trying to hit the ball. In the diamond you have a 1st base, 2nd
base, short stop and 3rd base players. An individual who is playing short stop stands in between
3rd base and 2nd base. Looking from home plate to the outfield, you have a player in the right
field, center, and left field. The purpose is to score more runs than the opposing team.
To play baseball is pretty easy for an individual to follow. When it is your turn to bat, you need
to put on a helmet and grab a bat. The individual needs to stand in the box by the catcher with the
umpire standing behind them. The strike zone is located from the individuals shoulders to their
knees. If you get three strikes you are out (this is known as a strikeout). In order to get a strike
you either must have missed hitting a ball in the strike zone or hitting a foul ball. You have three
chances before you get a strikeout. If the pitcher throws a ball either way to high or way to low,
then it is called a ball. If you get four balls then you could automatically get on 1st base. If you hit
a ball and it is fair, you run towards 1st base and tag the base. Your goal is to go all the way
around the bases until you reach home plate. If you make it to home plate without being touched
then you have scored a point. Each player that tags home plate is worth one point. If you are the
fielding teams, you need to get three outs. There are many different ways you could get someone
out. Firstly, if you catch a ball in the air, without touching the ground, is an out. If you tag a
person with the ball that has not touched base or is not touching the base is an out. Lastly, if you
get the ball and throw the ball to your teammate that is on the base that the opposing team player
is running to that is considered an out. The only time a player that is running is safe is when they
are on base.
Leadership Consideration: CTRS could function as a coach or an umpire during the game.
They are in close proximity to the individuals and are the judges on if the player is safe or out
and if the ball is fair or not. Some safety precautions that all players need is to always wear a
helmet when it is their turn to go up to bat. Also if the dugout of the team does not have a safety
net or fence in front of them then they need to always pay attention to the game and watch out
for foul balls. Another safety to consider is to make sure that each player is taught by a coach on
how to properly slide into a base and how to tag a person who is sliding into the base. If they
slide with their fingers extended. They could break a bone on their hand or wrist. If they slide

into a base with their leg, they need to be careful sliding in when there is an opposing team
player is there to tag them.
Adaptations for individuals who are visually impaired: With todays technology and
awareness for individuals with disabilities, we are providing new ways to help create adaptations
for them to join these sports. According to an article written on Fox6, they mentioned that
students from Milwaukee school of engineering help created adaptations for children who are
visually impaired so they could play baseball. They called this adaptive sport, beeper baseball.
The bases and the balls have beeping devices, electronic devices so that the players will know
where to follow the ball, where to field it, where to hit it, and where to run to the bases, (Cruz,
2015). All of the children who are playing have to wear blindfolds. The umpire does not wear the
blindfolds because they are the ones who operates the base and who calls the shots in the game.
One team is batting while the other team is fielding. When the individual hits the ball, they hear
the beep that is coming from the base and they need to run to base and touch it. If the person is
fielding, they need to hear the ball and try to find it. When they have the ball, they need to lift it
over their head. If they lift the ball over their head before the runner finds the base, then they
runner is out. If the runner tag the base before the fielder could raise the ball over their head, then
the runner is safe. This game lasts until six innings and only has six players at a time on the field.
A CTRS could function as a pitcher or catcher. Their main goal is to pitch the ball where the
individual normally swings the bat at. The NBBA, known as the National Beep Baseball
Association, hostess a World Series competition every year. This year the upcoming event will be
hosted in West Palm Beach, Florida.
Adaptations for limb loss/ amputations: Individuals with amputations are able to play baseball
with just a few adaptations. Baseball is very difficult for an individual with an amputation to play
the sport. To help them, researchers and engineers have created prosthetics to help individuals to
play. Due to the different upper limb movements that are specific to each action upper limb
amputees may require two different prosthetic adaptations to play baseball, one for batting and
one for catching, (Bragaru, Dekker, Geertzen, 2012). Below elbow prostheses has restrictions
on the flexion-extension or lateral motions that are used for batting. This drawback could be
changed by mounting a ball and socket joint between the prosthetic socket and the prosthetic
hand. For lower limb amputations, they could function with the use of a prosthetic leg.
Adaptation Reference:
About the Game of Beep Baseball. (n.d.). Retrieved September 15, 2016, from
http://www.nbba.org/about_game.htm
Bragaru, M., Dekker, R., & Geertzen, J. H. (2012, August 22). Sport prostheses and prosthetic
adaptations for the upper and lower limb amputees: An overview of peer reviewed literature.
Retrieved September 15, 2016, from
http://www.academia.edu/2290505/Sport_prostheses_and_prosthetic_adaptations_for_the_upper
_and_lower_limb_amputees_an_overview_of_peer_reviewed_literature

Cruz, B. (2015, December 27). "Beeper baseball:" Vision forward, MSOE baseball players adapt
the game for kids who are visually impaired. Retrieved September 14, 2016, from
http://fox6now.com/2015/12/27/beeper-baseball-vision-forward-msoe-baseball-players-adaptthe-game-for-kids-who-are-visually-impaired/

Aquatic Therapy

Activity Title: Underwater Treadmill: Lets get moving!

Source: Underwater Treadmill. (2016). Retrieved September 20, 2016, from
https://www.hydroworx.com/about-hydroworx/superior-technology/underwater-treadmill/
Equipment:

Pool (The pool has water jets and railing located inside of the pool to help individuals

exercise.)
Treadmill (this is used to have the individual walk in the water.)

Activity Description: Underwater treadmill is an activity the helps an individual in several

different ways with the use of water. Firstly, this activity helps increase healing in the joints,
reduce joint stiffness, and strengthen the injured tissues. Secondly, this activity increases
flexibility and promotes early range of motion in the individual. Thirdly, underwater treadmill
helps reduce blood pressure levels. Lastly, it initiates gait training in a low impact environment.

This is an activity in which is between an instructor and a participant. During the warm
up session, the individual starts with heel-toe raises. After a minute, they start the next warm up
by side to side rocking. This is intended to work the sides of your feet in which many individuals
usually often ignore. After doing this warm up, the individual continues to move to trunk
rotations and posture press ups. The second phase consists of underwater walking workouts,
though she stresses that this isnt intended to be the same as walking on land, (2016). This is to
help improve the individuals gait, speed, and posture. The instructor does this by leading the
participants through a series of arm and cross-shoulder swings. The upper limbs need to be
extended against the force of the water to help gain more speed and help an individuals posture.
The last phase of the workout is focused on the participants balance, strength, and range of
motion. By achieving this, we do several workouts involving hip stretches and abductions. With
the use of railings located inside of the pool, helps make underwater positions possible for the
participant to achieve. Also, this exercises stress the importance of the resistance jet in the impact
of these workouts. It helps provide the power to help increase the individuals endurance.
Leadership considerations: During this activity the CTRS could function as an instructor to
lead this activity and is in close approximation to their participants. There are some safety
measures that the participants and instructor needs to be aware of. Firstly, the instructor needs to
apply the right amount of pressure that the individual could withstand. If the instructor applies to
much jet pressure could cause an individual to injury their muscle and tissue. Each participant is
different and the force used should be measured before the participant goes into the underwater
treadmill. Also, it is important to target the muscle groups that the client needs to work on.
Adaptations for individuals with Osteoporosis: With the use of water, it could help benefit the
individual with Osteoporosis. Many individuals with Osteoporosis avoid exercise because they
have the fear that they would injure themselves. Every bone density can be improved
significantly with the use of aquatic exercise, (2016). The use of aquatic exercise provides a
way to help individuals without the risk of breaking a bone. The water provides the support to
individuals to help them with their mobility and movement. An adaptation that would help
individuals is warming the water and having them exercise in a low type of exercise.
Adaptations for individuals with Depression: Depression has a correlation with low levels of
neurotransmitters which are naturally formed through exercise. Physically active people recover

from mild depression more quickly, and physical activity is strongly correlated with good mental
health as people age, (2016). Having individuals who are suffering with depression use
underwater treadmill will help them boast their moods and also help individuals with anxiety and
stress. Another adaptation that the instructor should do for these individual is motivation. Getting
the individual motivated helps them with their depression and helps improve their mood by using
exercise.
Adaptations References:
Aquatic Exercises For Seniors. (2016). Retrieved September 21, 2016, from
https://www.hydroworx.com/research-education/additional-resources/aquatic-exercises-forseniors/
Osteoarthritis Warm Water Therapy. (2016). Retrieved September 21, 2016, from
https://www.hydroworx.com/research-education/additional-resources/osteoarthritis-warm-watertherapy/

Therapeutic Massage

Activity Title: Aroma Therapy

Source: Aromatherapy. (2016). Retrieved September 21, 2016, from
http://umm.edu/health/medical/altmed/treatment/aromatherapy
(Aromatherapy, 2016)
Equipment:

Massage table
Essential oils
Heated towels

Activity Description: Aromatherapy helps the individual with relaxing their muscles and joints
while releasing tension they have in their bodies. It is a therapeutic therapy in which uses
essential oils from variety of plants for healing. Applied on the skin, essential oils are gaining
new attention as an alternative treatment for infections, stress, and other health problems,
(Aromatherapy, 2016). Essential oils have been long documented for therapeutic purposes for
almost 6,000 years ago. Ancient Chinese, Indians, Egyptians, and Greeks have used essential oils
for either perfumes, spiritual practices, or ritualistic devotions. Aromatherapy became popular in
the United States in the 1980s. Today, there are many different aromatherapy products such as
lotion, candles, and beauty merchandises.
Professional aroma therapists, nurses, physical therapists, pharmacists, and massage
therapists can provide topical or inhaled aromatherapy treatment, (Aromatherapy, 2016). Before
going inside for your session, the practitioner will ask the patient about their medical history,
symptoms, and scents they like and dislike. During the session, the participant may be directed to
breathe in essential oils directly from a piece of cloth or the participants could also experience
indirectly essential oils through the use of steam inhalations, vaporizers, or sprays located in the
room. During their session, the participant will receive a massage while using different scents to
help relax and release tension the individual has in their muscles and tissues. These sessions last
up to an hour or half an hour depending on the session the client chooses.
Leadership considerations: Only specially trained professionals can provide topical or inhaled
aromatherapy treatment, (Aromatherapy, 2016). During this activity, CTRS are not in close
approximation to the individuals. There are several different safety precautions that the specialist
needs to consider. Firstly, the specialist needs to make sure that the individual is not allergic to
the different scents that are presented through aromatherapy. Also, the participant needs to fill
out a paper in which mentions where they feel tension and tightness in their muscles. Those areas

are the main focus in which the specialist focuses at. Also, they need to let the specialist know if
they have had previous injuries and where these injuries are located.
Adaptations for individuals with General Anxiety Disorder: There are different types of
anxiety disorder that many individuals are facing. Some include panic disorder, social anxiety
disorder, specific phobias, and generalized anxiety disorder. General Anxiety Disorder is a
disorder that causes an individual to have unrealistic worry and tension with little or nothing to
provoke the anxiety. To help individuals with general anxiety disorder there are a few
adaptations that the CTRS and therapist could do. Firstly the type of aroma that they use is
important. Lavender is one of the most common aromas that is used to help treat anxiety
disorders. This aroma is used to help relax an individual. Rose Geranium is another aroma that is
used to help participants with general anxiety disorder. This aroma provides a soothing sensation
to the entire central nervous system and takes away the pain that you may feel in your body.
Soothing music should be used also to help the individual unwind.
Adaptations for individuals with Arthritis: Arthritis is a condition were the joints and muscles
swell up and cause pain to the individual. This activity is helpful for individuals with arthritis
because it helps relief pain from their joints. Massaging the areas of the joint help ease the pain
that the individual has. Also, I feel that the therapist need to focus on the areas of pain that
individuals with arthritis have and work on it for a longer period of time. Also with the use of
aroma, Aromatherapy is effective because it works directly on the amygdala, the brains
emotional center, (Chappell, 2016).
Adaptations References:
Aromatherapy: 9 Best Essential Oils for Anxiety and Stress. (2013). Retrieved September 21,
2016, from http://mentalhealthdaily.com/2014/02/25/aromatherapy-9-best-essential-oils-foranxiety-and-stress/
Chappell, M. M. (2016). Aromatherapy for Arthritis Relief. Retrieved September 21, 2016, from
http://www.arthritis.org/living-with-arthritis/treatments/natural/other-therapies/aromatherapypain-relief.php
What Are Anxiety Disorders? (2016). Retrieved September 21, 2016, from
http://www.webmd.com/anxiety-panic/guide/mental-health-anxiety-disorders

Anger Management

Activity Title: Yoga

Source: Beck, E. (2015, August 18). Yoga Poses for Anger. Retrieved September 29, 2016, from
http://www.livestrong.com/article/338794-yoga-poses-for-anger/
Equipment:

Yoga Mat
A quiet room

Activity Description: Yoga is a great exercise for individuals who are dealing with stress or
anger. It helps the individual channel their anger into exercising and helping them with relieve
the stress the individual might have. Yoga can help you to relax and de-stress when anger flares
up, (Beck, 2015). In a class of fifteen participants, an instructor being in the front of the room
would lead the individuals into stretching and poses. After fifteen minutes of stretching, the
instructor will lead the participants in poses and stands. Corpse Pose, also called the savasana, is
meant to quiet your mind and tranquil your body. The participant needs to lay flat on their back
with their arms parallel to their body with their palms facing up. They must keep their legs close
but not touching. The participants need to close their eyes and try to relax each part their muscles

and focus on their breathing. If they start to feel sleepy then they need to breathe more quickly
and deeply. Hold his position for five minutes and then you proceed to your next pose.
The next pose that they will do is called the sheetali pranayama which promotes decrease
internal heat and increases tranquility and peace. The individual needs to sit in a comfortable
position. Elongate your spine upwards, lengthen your neck and pull your chin back and in,
(Beck, 2015). Close your eyes and put your hands on your knees. While breathing into your
mouth, curl the sides of your tongue up to create a cooling sensation. Hold in the air for a few
seconds and exhale through your nose. The participant needs to do ten repetitions before moving
to the next pose. The next position that the participant will do is the shoulder stand. The
individuals will need to lie down with their legs together and hands at their sides. They need to
lift their legs and hips off of the ground with their weight resting on their arms and shoulders.
Leadership considerations: The CTRS could function as a yoga instructor or they could assist
the instructor. He or she is in close approximation to the participants. Some safety precautions
that they need to know is their medical history. If they have an injured muscle, they need to
provide optional poses for the individual to help accommodate to them. Also, they should make
sure that the individuals stay hydrated throughout the class time and that they exercise to the
individuals physical ability. The instructor should also have a medical kit with them in case of
emergencies.
Adaptations for individuals with substance abuse: For individuals with substance abuse,
addiction takes the individual out of their body and prevents them from connecting to who they
are physically and mentally. Yoga is a great way to slowly reintroduce someone to physical
sensation, its also very relaxing, so in terms of the anxiety, stress, and depression that arise from
detox, its invaluable in helping people stay calm and grounded, (Stukin, 2012). Yoga helps the
individual to cope with their emotions and find a way to substitute the substance that is abusing
them. Some adaptations that should be considered is creating the room to have a calming
experience for them and creating a long term program.
Adaptations for individuals with intellectual disorder: Individuals with Intellectual
Disabilities have difficulty communicating or socializing with others. Some individuals tend to
stress or get frustrated when someone does not understand. Yoga could help an individuals state
of calmness and a sense of renewal in ones life. Sudarshan Kriya yoga (SKY), a sequence of

specific breathing techniques (ujjaji or loud breathing, Bhastrika or Bellows breath, and
Sudarshan Kriya, a powerful, rhythmic breaking techniques) can alleviate anxiety, depression,
everyday stress, post-traumatic stress, (2016). The CTRS should focus on these breathing
techniques throughout the session for individuals with intellectual disabilities.
Adaptations References:
Stukin, S. (2012, October 11). Yoga for Addiction Recovery. Retrieved September 29, 2016,
from http://www.yogajournal.com/article/practice-section/higher-ground/
Causes and effects of intellectual Developmental Disorder. (2016). Retrieved September 29,
2016, from http://www.millcreekofmagee.com/disorders/intellectual-disability/signs-causessymptoms
Yoga for Individuals with Disabilities. (2016). Retrieved September 29, 2016, from
http://www.nchpad.org/295/1834/Yoga~for~Individuals~with~Disabilities

Therapeutic Use of Humor

Activity Title: The Dating Game!

Source: Dating Game. (2016). Retrieved September 29, 2016, from
http://www.improvopedia.com/improv-games/dating-game
Equipment:

Seats for the audience and participants

Any objects they would like to use such as: hats, clothes, sunglasses, and books.
Room

Activity Description: The purpose of this activity is to make it funny enough for the audience to
laugh and try to figure out who is the individual acting as. This game is simple and easy to play.
You will need four players to play. Either three boys and one girl or three girls and one boy. The
player will be sent outside of the room. The host, will tell the other three players who they have
to act like. They could either act like a famous actor or character. The audience do not know who
they have to act like so they have to figure out who they are like the player that left the room.
Once the host tells each of the three players who they have to portray as, the player who left the
room could come back in. Player one needs to try to guess all of the identities of the bachelors/
bachelorette. Player one needs to ask questions like a dating show and the bachelor or
bachelorettes will answer the questions as their character or actor. An example would be that the
one of the three bachelorettes acts like Minnie Mouse (Disney character), another acts like Bella
Swan (twilight character), and the other acts like Jennifer Lawrence (actress).
Leadership considerations: The CTRS could function as the host and could lead this activity.
They are in close approximation to the participants. Some safety precautions that they could
consider is to make sure they use the appropriate characters and actors for the audience. Also
once the players play the first round, they should switch players and should include other
participants into the activity. All participants need to participant into the activity and it is up to
the CTRS to include them and change it up if individuals feel left out.
Adaptations for individuals with Social Anxiety Disorder: This is a great activity to help
individuals with Social Anxiety Disorder. Social Anxiety Disorder is an intense fear of becoming
extremely anxious and possibly being humiliated in social situations. This is specifically focus
on an individual embarrassing themselves in front of other people. An adaptation in this activity
would be to put the individual as the person who needs to guess who the bachelor or bachelorette
is. I would also have the bachelors to be character that the individual personally likes or as funny
actors. This activity will help build confidence that they could be funny and express themselves.
Adaptations for individuals with Obsessive-Compulsive Personality Disorder: ObsessiveCompulsive Personality Disorder is a disorder that the individual is fixed on orderliness,

perfectionism, mental control, and interpersonal control. They try to find the best way of doing
some particular task. For an adaptation, the individual needs to be a bachelor or bachelorette and
is given a character to portray. The CTRS should help the individual in telling them that they do
not need to be a perfect way to do it. Also if the individual is the player one in the activity, the
CTRS should help the individual to not have too much social control. This game will help the
individual that this activity does not have to be perfectly followed.
Adaptations References:
Bressert, S. (2016). Social Anxiety Phobia Symptoms. Retrieved September 29, 2016, from
http://psychcentral.com/disorders/social-anxiety-disorder-social-phobia-symptoms/
Bresset, S. (2016). Obsessive-Compulsive Personality Disorder. Retrieved September 29, 2016,
from http://psychcentral.com/disorders/obsessive-compulsive-personality-disorder-symptoms/

Expressive Art as Therapeutic Media

Activity Title: Art Therapy: Finding Yourself

Citation Source: 100 Art Therapy Exercises- The Updated and Improved List. (2016). Retrieved
October 8, 2016, from http://tribune.com.pk/story/456897/memories-of-childhood-artistrelearns-how-to-draw-like-a-child/
Equipment Needed:

Canvases
Acrylic Paint
Paint brushes
Liquid paint cleaner
Tables
Chairs
Apron (Used to help avoid your clothes from getting dirty.)

Activity Description: The purpose of this activity is to discover yourself and find out what truly
makes you happy. This activity will help the individual find themselves and their desire of what
they want to do or accomplish in life while reflexing on their past moments. This activity could
function as a group session or an individual session. The participants go into the art room where
the instructor would give the supplies needed to paint to all the individuals. The participant needs
to draw or paint a significant memory that they had in their life. After painting the memory on
their canvases, they need to explain why that memory was so significant to them. They need to
share what emotions they felt at that time, why was is it important to them, and how did it
affected them. An example would be that an individual paints themselves hugging their mom.
They may say that they felt protected, safe, a sense of belonging, and happy. They may also say
they had nothing to worry about at that age or that that was after an important moment in their
life. The participant could paint as many paints or draws of their memories as they like. They
could also use the different types of colors to express how they feel while they paint.
Leadership Consideration: The CTRS could functioned as an instructor in this activity and are
in close approximation to the participants. Some safety concerns that the CTRS should know is
to make sure the room is always cleaned up to avoid messes and spills. Also the CTRS should
use the right paint for the right audience. An example would be that participants under the age of
ten should use watercolors while individuals who are older could use oil paint or acrylic.
Adaptation for individuals with Autism Spectrum Disorder: This activity is very helpful for
individuals with Autism Spectrum Disorder. Individuals with this disability are not clear on how
they should express their emotions and expressions. With the use of painting, it could help them
to express themselves. There are several different adaptations that could help individuals with
Autism. Viewing a childs drawing opens a window into interests, preoccupations and emotions
which may go unrewarded in a child with ASD, who does not communicate these things in a
conventional manner, (Draycot, 2013). Allowing them to draw whatever they like would help
them to express themselves by what color they use and what they draw on the canvas. This
activity could also help an individual understand a concept better. For example in the article by
Claire Draycot, she gives an example of how painting helps the participant. Many children who
are autistic have trouble focusing in classroom settings. This happens because the methods

utilized do not suit to their own particular way of doing things. To help this, during art therapy
they could draw or paint want they are discussing in their classes. For example, if they are
learning about the locations of states in the United States, then they should draw and paint a map
with these locations. Another adaptation is doing this activity at least an hour a day for every
week. This help them to focus on what they learn from school during the week.
Adaptation for individuals with Alzheimers: Art therapy is useful for individuals with
Alzheimers. Alzheimers is a disease that affects an individuals memory. This disease develops
slowly while it starts to progress throughout time. It causes memory loss and affects an
individuals daily task or routine. With the use of Art therapy, it could help an individual with
Alzheimers improve in their memory. This activity could help increase the attention span and
focus, provide opportunity to socialize, serves as an outlet of emotions, and could tap into pocket
of memories that still exist.
There are several adaptation that could be used for individuals with Alzheimers.
Through this experience, people with Alzheimers are often able to reach outside of their
dementia and paint a picture that reconnects them with a past memory, (2016). The CTRS
should have them paint pictures that are similar to a memory they might have. With the help of a
CTRS and family members, they could use specific objects or landscaping pictures to help
trigger an individual memory. Another adaptation that they could do is have someone write down
the memory in the participants journal for the individual to read to help them to continue to
remember it. Using a candle with a certain scent while painting might help trigger something
within the individual. During this adaptation the CTRS should know what scents could be used
or if it should not be used at all determining on the client.
Adaptation Resources:
Art Program. (2016). Retrieved October 8, 2016, from
http://www.alz.org/co/in_my_community_art_program.asp
What is Alzheimer's? (2016). Retrieved October 8, 2016, from
http://www.alz.org/alzheimers_disease_what_is_alzheimers.asp
Draycot, C. (2013, October 16). Educating Autism- Art and Creativity to engage an Autistic child
in the classroom. Retrieved October 8, 2016, from http://the-art-of-autism.com/educating-autismart-and-creativity-to-engage-an-autistic-child-in-the-classroom/

Mindfulness

Activity Title: Mindful listening

Citation Source: James, A. (2016). 6 Mindfulness Exercises You Can Try Today. Retrieved
October 7, 2016, from http://www.pocketmindfulness.com/6-mindfulness-exercises-you-can-trytoday/
Equipment Needed:

Music
Headphones
IPod
A chair
A quiet room

Activity Description: This activity helps the individual to open their ears to sound in an openminded way. So much of what we see and hear on a daily basis is influenced by our past
experiences, but when we listen mindfully, we achieve neutral, present awareness that lets us
hear sound without preconception, (2016). During this activity the participant is lead into a
quiet room. This activity could be a group exercise or one to one with an instructor. The
participant selects the music in which they would like to listen to. The individual chooses the
music in which they have never listened to. You could use the radio until you heard a song that
catches your ear. They need to close their eyes and put on the headphones. Before the song starts
to play, the participant should not judge the music by its genre, title, or artist name. Instead, they
need to impartially allow themselves to get lost in the excursion of sound for the length of the
song. They need to follow every aspect of the track. Even if they do not like the song, they need
to try to let go of the dislike and listen to the sound waves. They listen to several different songs

and discuss how they feel after listening to the music. Their main goal is to become fully
intertwined with the composition.
Leadership Consideration: The CTRS could function as the instructor and is in close
approximation to the individuals. This could be an exercise that could take place as one on one or
in a group setting. Some precautions that the CTRS should do is an assessment of the individual.
They need to know what their clients favorite kind of music is and what medical history they
have.
Adaptation for individuals with General Anxiety Disorder: General Anxiety Disorder is a
disability when an individual worries uncontrollably. They tend to worry and have anxiety in
several different situations in their daily lives. There are several different adaptations that could
be used to help individuals with General Anxiety disorder. Since GAD is built primarily on the
inability to control anxiety and worry, achieving a state where these are all present can provide
tremendous relief and a new perspective on anxiety provoking situations, (Meek, 2016). An
adaptation that would be helpful for individuals with GAD is to have them find a comfortable
position like laying down or sitting comfortably while they focus on their breathing. This
adaptation should be used before they start the activity. Another adaptation that could be used is
playing soft tranquil music when they are in the activity.
Adaptation for individuals with Post Traumatic Stress Disorder (PTSD): Mindfulness
Based Cognitive Therapy is another evidence based practice that uses mindfulness skills to help
individuals cope with depressive symptoms and has recently been shown to help veterans with
PTSD reduce their symptoms, (Staggs, 2013). This activity would help individuals who have
served in the army. This activity could help them to clear their mind and focus on the present.
Some adaptations that are used in this activity is have the participant continue these sessions
weekly for a consecutive eight weeks. People who practice mindfulness meditation about half
an hour a day for eight weeks saw a change in several brain structures related to learning,
memory, emotion, and fear response, (Staggs, 2013). This adaptation helps the individual to
focus on their inner self and not the outside environment around them. Another adaptation that
should be used is the type of genre they use. Using quiet, smoothing songs could be more
effective to the individual.
Adaptation Resources:
Staggs, S. (2013). Mindfulness can cause PTSD Symptoms. Retrieved October 7, 2016, from
http://www.healingfromcomplextraumaandptsd.com/mindfulness
How Mindfulness Training Could Help People With PTSD Symptoms. (2013, May 29).
Retrieved October 7, 2016, from http://www.huffingtonpost.com/2013/05/29/mindfulness-ptsdsymptoms-cortisol_n_3348593.html
Meek, W. (2016, May 6). Mindfulness and GAD. Retrieved October 7, 2016, from
https://www.verywell.com/mindfulness-and-gad-1393088

Moral Development Discussions

Activity Title: Life Case Scenarios: What would you do?

Source: Dattilo, J., & McKenney, A. (2016). Facilitation Techniques in Therapeutic Recreation
(3rd ed.). State College, PA: Venture Publishing.
Equipment:

Paper (to write down your answers to the questions)

Pen or pencil (to write)
Tables (to right on)
Chairs (to sit on)

Activity Description: Moral development discussions is very important to individuals because it

is a permanent process that involves growth of the ability to differentiate between right from
wrong, mature a system of ethical values, and learn to act morally. This is an activity that could
be in a group setting or a one on one with the teacher. Each participant will walk into a group
session. They will be provided with paper and pen to write down their answers on. The instructor
will then tell them a life case scenario. Some life case scenarios that could be used are: painting
or property destruction, statue update, shop lifting, or picture meme. The Teacher will go over
the dilemma to the participants. The teacher would then give several questions to the participants
and give them time to answer these questions on the paper that was given in the beginning of the
session. Some question that could be asked are: What should you do, is it ok to paint on the walls
of business properties (such as warehouse or properties), or is it right to enter a house that is not
yours if the window or door is open. After the time is up, the group and teacher would give their
opinions on what should happen and why. They will discuss the right thing to do, the morals
behind it, and ethical values of the situation.

Leadership Consideration: The CTRS could function as the teacher of this activity and he or
she is in close approximation to the participants. Some considerations that the CTRS needs to do
during this activity is have the participants participating in the activity. They need to speak up
and have them express their opinions even if it is right or wrong. Also the CTRS needs to apply
the appropriate questions for the right audience.
Adaptations for individuals with Juvenile Delinquents: When a child runs into afoul of the
law, the child enters into the justice system and he or she may be judged as a juvenile delinquent.
This activity would help benefit children in this program. Juvenile delinquents are minors,
usually defined as being the ages of 10 and 18, who have committed some act that violates the
law, (2016). One adaptation that would benefit the individuals is either having a one on one
with the CTRS or a group session with other individuals that have had similar behaviors. Giving
them real life cases and hearing their explanation would help the CTRS understand a reason on
why these behaviors have been happening. Another adaptation that could be used is having them
use their talents in a different way. For example, if an individual has been trespassing on private
property and vandalizing by painting on the wall, we could discuss different ways on how to
show their work of art in a way that does not break the law. They could ask a business owner
permission to paint on their wall (maybe do a painting pertaining to their business), they could
enter art contest to show their work to professionals that could guide them and help them develop
their art work and so on. This activity would be beneficial for an individual if the long term
program for approximately eight weeks for thirty minutes every day.
Adaptations for individuals with Intellectual Disability Disorder: Kids with Intellectual
Disability grow in their moral development just as other children do yet their understanding of
social norms is influenced by the extent of their cognitive impairments. Experiences of rejection
or lack of consistent social support may lead them to excessive dependence on other individuals
for feedback and guidance. By constantly seeking recognition from others, individuals with
Intellectual Disability may suppress the desire to become more independently, thereby becoming
excessively dependent, (Harris). This activity could help individuals become more independent
instead of dependent on other individuals. One adaptation that is needed is social support from
the CTRS and family. Having this activity between the family of the individual and the CTRS
help encourage the individual to understand that they have their own opinion and they should
request it. Another adaptation is having this program run for several weeks and having this
session an hour a day every day. The family should continue to provide the support to the
individual even when they are not in a session with the CTRS. Another adaptation is having this
activity in a group setting with other individuals with this disability. This helps them to create
their own morals and values while not having to depend on the family member to help them
answer them.
Adaptation Reference:
Juvenile Delinquents. (2016). Retrieved October 13, 2016, from
http://criminal.findlaw.com/juvenile-justice/juvenile-delinquents.html

Understanding the Morals behind Delinquency. (2016). Retrieved October 13, 2016, from
http://psychologyforpoliceofficers.weebly.com/moral-development-and-juveniledelinquents.html
Harris, J. C. (n.d.). Moral Development. In Intellectual Disability: A Grade for Families and
Professionals (pp. 168-170). Oxford University.
https://books.google.com/books?id=h_ZYDHoqfaMC&pg=PA168&lpg=PA168&dq=moral
development adaptations for
disability&source=bl&ots=vd7W21ci5N&sig=T_tM5iTVhFw5hYS746rbkR5XoMc&hl=en&sa
=X&ved=0ahUKEwiZ26rZn9nPAhWFsh4KHaudDeoQ6AEINjAE#v=onepage&q=moral
development adaptations for disability&f=false

Values Clarification

Activity Title: Values Discussion: Lets Talk Values!

Source: Dattilo, J., & McKenney, A. (2016). Facilitation Techniques in Therapeutic Recreation
(3rd Ed.). State College, PA: Venture Publishing.
Equipment:

Paper
Pen

Chairs
Tables

Activity Description: The purpose of this activity is for the individual to find clarification in
their values. Values clarification, also referred to as values development, is a component of TR
that helps people to answer some of the questions they may have about their goals, inspirations,
interest and beliefs, and leisure, (Dattilo & McKenney, 2016). This activity purpose is for the
participant to learn about his or her values and what other perceive to be their values. This
activity is a group session with a teacher. The teacher will divide them into groups of three or
four (depending on how many participants are in this session). They will be instructed to review
and pick a topic from a list of topics that the teacher will provide them with. Some examples of
topics that will be listed include (a) Say something about drugs and The best thing about
today is. The individuals will then be asked to discuss the topic for a few minutes and listen to
each participants values as they speak within the group. After discussing it within their group,
they will then discuss the values they learned about themselves and what others perceived to be
their values in front of the entire group session.
Leadership Consideration: The CTRS could function as the teacher in this activity and is in
close approximation to the individuals. Some safety precautions the CTRS should consider is to
have all the individuals speak in a respectful manner towards other participants during the
discussions of the topics. Also, they should make sure that everyone in the session had a time to
speak and express their values. The participants should be respectful to listen to everyones
values.
Adaptations for individuals with Substance Use Disorder: The Diagnostic and Statistical
Manual of Mental Disorders, Fifth Edition (DSM-5), no longer uses the term substance abuse
and substance dependent, rather it refers to substance use disorders, which are defined as mild,
moderate, or severe to indicate the level of severity, which is determined by the number of
diagnostic criteria met by an individual, (2015). Substance use disorders occurs when repetitive
use of alcohol and/or drugs effects the daily task of an individual such as: causing health
complications, incapacity, personal relationships, and responsibilities at work, school, or at
home. More specified disorders that fall under substance use disorders are: alcohol use disorder,
tobacco use disorder, opioid use disorder, cannabis use disorder, hallucinogen use disorder, and
stimulant use disorder. An adaptation that could be used in this activity for any of these disorders
is google information on this substance abuse. For example, lets say you have an individual who
has alcohol use disorder. During these sessions, family, CTRS, or personal friends should
provide social support to the individual. They should have the participant research on the overuse
of drinking alcohol too much. After researching this topic, have them tell the CTRS or the group
on what they learned and how does alcohol feel to him or her. After explaining his value, have
each family member or friend express their values on drinking. They could mention experiences
or other information to discuss so the individual could see the values of other individuals. This
session could be used as an eight week program with the sessions lasting an hour twice a week.
Adaptations for individuals with Post-Traumatic Stress Disorder: Posttraumatic stress
disorder, or PTSD, is a serious potentially debilitating condition that can occur in people who

have experienced or witnessed a natural disaster, serious accident, terrorist incident, sudden
death of a loved one, war, violent personal assault such as rape, or other life-threatening events,
(2016). An adaptation that could be used is having this session as a group session with other
individuals that are experiencing the same things. For example, if you have an individual that has
been serving in the US Army and has been in combat for three years. They return home from war
and are experiencing PTSD and are having a hard time adapting to life. During this activity,
having a group session with other individuals who had served would help the individual. They
could talk about topics that they could do after war. Examples of gender topics they could talk
about are: political debates, current events, war, and war tactics. Having them talk about war
with other individuals and telling them what they experience would help them to move on. They
could even do research on topics on what they could do after war.
Adaptation Reference:
Substance Use Disorders. (2015, October 27). Retrieved October 14, 2016, from
http://www.samhsa.gov/disorders/substance-use
Posttraumatic Stress Disorder (PTSD). (2016, June). Retrieved October 14, 2016, from
https://www.adaa.org/understanding-anxiety/posttraumatic-stress-disorder-ptsd

Stress Management

Activity Title: Restorative Yoga

Source: Shakeshaft, J. (2016, April 7). The Best Restorative Yoga Poses to Relieve Stress.
Retrieved October 19, 2016, from http://greatist.com/fitness/restorative-yoga-infographic
Equipment:

Mat (to do your poses on)

Yoga blocks
Blankets
Straps

Activity Description: Whether its in your hips, hamstrings, or all in your head, tension has a
way of accumulating as we hustle through the day-to-day, (Shakeshaft, 2016). Restorative yoga
focuses on the stillness relaxation within the individual and a calmer state of mind, even more so
than more traditional forms of yoga. By incorporating props like yoga blocks, bolsters, blankets,
and straps to support and align the body, restorative poses allow the body to fully relax in each
posture (so youre not straining to lift and hold that tricky fully wheel pose), (Shakeshaft, 2016).
The session could take place as a group session or as a one on one with the instructor.
Throughout these sessions, the participants will do six poses with each of them lasting two to
three minutes (approximately 20 to 30 breaths). They could also continue the pose for a minute
longer but it is important that the participants could hold for as long as it is comfortable to them.
If they could not hold for a specified time then they should release and relax (you would not

want to pull a muscle or strain a muscle). After warm up with stretches, they will do their first
pose called childs pose. Create a support of firm pillows, blankets, or a bolster lengthwise in
front of you, (Shakeshaft, 2016). The individual will lower their body onto their knees, placing
them on either side of the support while their toes stay close together. They will then fold their
upper body over the distance of the support. Let gravity pull your legs towards the Earth as you
soften the lower back, and release the tailbone towards the heels, (Shakeshaft, 2016). After three
minutes of holding that pose they will then proceed to the next pose, half pigeon. To start this
pose, the individual needs to start on all four and slide your right knee forward toward your right
hand. Lower your right hip onto a bolster, pillow, or folded blanket as you extend your left leg
back, toes pointed, (Shakeshaft, 2016). Maintain yourself upright by using your hands to
support you. Breathe into your pose as you inch your right shin closer to the mat (Shakeshaft,
2016). After holding this pose for three minutes, repeat the pose using your other side. After this
pose, the instructor will lead the individuals in the next pose called corpse pose. The individual
needs to seat on the floor with their legs slightly bent. They need to slide a bolster beneath their
knees and slowly lower their back, neck, and head onto the floor. They will then be instructed to
let their arms rest comfortably by their sides while their palms are facing towards the sky. They
need to close their eyes and focus on their breathing. When ready to come out of the pose, roll
onto your right side, take 2 to three breaths, and gently press your hands into the ground to lift
you back to sitting, (Shakeshaft, 2016). The instructor will then proceed the session with other
poses such as: supported bridge pose, legs-up-the-wall pose, and reclining bound angle pose.
After all the poses the instructor will end the session with cool down stretches.
Leadership Consideration: The leader of this activity needs to be a certified instructor. The
CTRS could be as a helper to the instructor and could be in close approximation to the
individuals. Some considerations that the instructor needs to know is if they have had injuries
anywhere in the body. Also, they need to be aware of the flexibility of the individuals that are
participating in this session.
Adaptations for individuals with Vestibular Disorder: Vestibular disorder is a disease that
damages the inner ear and brain that process the sensory information involved with controlling
balance and eye movement. Vestibular disorders can also result from or be worsened by genetic
or environmental conditions, or occur for unknown reasons, (2016). This disability could have a
major impact on an individuals daily life. This could affect an individuals daily life activities
such as: bathing, dressing, or simply getting around inside of their home. Individuals with
vestibular disorder could feel stressed out and upset when they could not complete a simple task.
There are several different adaptations that could be used in this activity. The instructor could
provide certain poses that would help the individual on their balance while focusing on relaxing
their mind. They could use canes or poles to help in some of the poses to help them with their
balance. They could also use different objects to help them
Adaptations for individuals with Autism Spectrum Disorder: Yoga could be beneficial to
individuals with Autism Spectrum Disorder. It could help an individual with autism by: reduction
of pain, reduction of anxiety, more control in regulating anxiety and emotion, reduction of
aggression, and reduction of obsessive and self-stimulatory behaviors. When someone with

ASD can feel more calm and comfortable in his body, with less pain and anxiety, it is easier for
him to control his behavior, learn new skills and enjoy social interactions, (2014). Adaptation
that would benefit the individual with autism is providing a room in which gives the individual a
calming presence. Another adaptation for individuals with autism is to use scented aromas to
help provide a calming feeling within the room such as lavender.
Adaptation Reference:
Yoga for People with Balance Disorder. (2016). Retrieved October 20, 2016, from
https://vestibular.org/sites/default/files/page_files/Yoga in a box.pdf
About Vestibular Disorders. (2016). Retrieved October 20, 2016, from
http://vestibular.org/understanding-vestibular-disorder
Why Yoga for people with Autism? (2014). Retrieved October 20, 2016, from
http://www.yogautism.org/

Therapeutic use of Tai Chi

Activity Title: Tai Chi

Source: The Health Benefits of Tai Chi. (2015, December 4). Retrieved October 20, 2016, from
http://www.health.harvard.edu/staying-healthy/the-health-benefits-of-tai-chi
Equipment:

There are no equipment needed for this activity. The only thing would be to have a big
spacious room to do the activity in.

Activity Description: Tai chi is often described as meditation in motion, but it might well be
called medication in motion, (2015). This activity is originated in China as a martial art, but
has a value in treating or preventing many health problems. This activity is a low-impact, slow
motion exercise that an individual goes through a series of motions without pausing. The
instructor will lead a group session with warm up stretches. So examples of warm up stretches
are shoulder circles, turning the head side to side, rocking back and forth, and focusing on your
breathing. After warm-ups, the instructor will lead them into some tai chi forms. Short forms,
forms are sets of movement, may include a dozen or fewer movements, long forms may include
hundreds, (2015). During this session, the instructor will go over slower movements and as the
weeks go by the progressive the movements will be. After going over the tai chi forms, they will
go into Qigong, also known as chi Kung. Translated as breath work or energy work, this
consists of a few minutes of gentle breathing sometimes combined with movement, (2015).This
could be practice either standing, sitting, or lying down. This breathing movement is to help
relax the mind and mobilize the individuals body energy.
Leadership Consideration: The instructor of this activity needs to be a certified instructor to
lead this activity. The CTRS could function as an assist towards the instructor and could be in
close approximation to the individuals. Some safety precautions that the instructor needs to know
is their medical history. They need to know if they have or have had a previous injury on their
body.
Adaptations for individuals with Down syndrome: A few of the common physical traits of
Down syndrome are low muscle tone, small stature, an upward slant to the eyes, and a single
deep crease across the center of the palm, (Li, 2014). Many challenges that they might face are
mobility, speech, and concentration during their daily life. This activity could help them with
their mobility and helps them to relax. Some adaptations that could be used is to make the room
as a calming effect on the individuals. Having this session as a six week course with a session
happening two times a week will be beneficial to individuals with Down syndrome. Also the
instructor should focus on movements that would help increase the individuals movement and
provide the daily exercises that they need.
Adaptations for individuals with Depression: Participants in the Tai Chi group were more
likely to have reductions in depression symptoms and to experience depression remission,
(Woods, 2015). Individuals with Down syndrome also had greater improvement of physical
functioning and also did well on cognitive tests. Some adaptations that could be used are
motivation from the instructor to encourage them to join in the sessions. Also another adaptation
is having this session twice a week for a consecutive eight weeks. Also this activity would be
great as a one on one with the instructor rather than a group session.
Adaptation Reference:
Li, V. (2014, May 9). Tai Chi bring happiness to adults with Down syndrome. Retrieved October
20, 2016, from http://www.violetlitaichi.com/wp-content/uploads/2016/07/Tai-Chi-bringhappiness-to-adults-with-Down-syndrome-Examiner.com_.pdf

Woods, A. G. (2015, August 21). Tai Chi is a Biological Treatment for Depression. Retrieved
October 20, 2016, from http://www.psychiatrictimes.com/depression/tai-chi-biologicaltreatment-depression

Therapeutic Reminiscence

Activity Title: Question Ball

Source: Irving, M. (2016). Reminiscence Activity for Recreation Therapy. Retrieved October 27,
2016, from http://www.recreationtherapy.com/tx/txrem.htm
Equipment:

Beach ball (This beach ball will have questions written on them with large print)
Chairs

Activity Description: The purpose of this activity is to have all the participants participating in
this activity. This activity allows the individual recollect previous memories that made them
happy or they might have forgotten. This session could be a group session involving ten
participants. They will gather in a circle facing each other. The participants will pass the ball
around to each participant. Direct the resident to the question that their right thumb is touching

and have him/her read to the question to the group and then allow him/her time to answer,
(2016). After the individual reads and answers the question, allow the other participants to
answer or comment on the question as well. When they finish answering, the participant with the
ball tosses it to another individual in the group. If the individual does not want to answer then
they could pass the ball to another individual or they could ask the group if they would like to
answer the question. Some ideas for questions to write on the question balls are: cat or dogs,
what is your favorite movie, what is your favorite memory when you were little, summer or
winter, what is your favorite color, and so on.
Leadership Consideration: The CTRS could function as the activity leader in this activity and
they are in close approximation to the participants. Some precautions needed to be consider for
the participants is to help encourage them to talk and not force them to. The CTRS needs them to
feel comfortable to talk when they want to and not to force it. Also, this activity needs to ask the
right questions for the right group of audience. This activity could function as either a one on one
activity or as a group session.
Adaptations for individuals with Alzheimers: For people with Alzheimers disease,
encouraging the act of reminiscence can be highly beneficial to their inner self and their
interpersonal skills, (Kennard, 2016). This activity gives the individual with Alzheimers a
sense of value, importance, belonging, peace, and power. An adaptation that could be used for
this activity is to ask topics that could help bring back memories that they had. Friends and
relatives can also provide valuable information or any subject that a person may find distressing
or upsetting that require increased support, (Kennard, 2016). Another adaptation is providing
photos that could help them to remember something from their past memories. Asking them
questions that might pertain to a memory they once had could help them to remember it again.

Adaptations for individuals with Post Traumatic Stress Disorder: Posttraumatic stress is
the psychological reaction to a severely stressful and physically threatening event that often
results in anxiety, flashbacks, hyper vigilance, depression, suicidal ideation, and other mental
health concerns for an extended period of time, (2016). Some soldiers who have served in the
military have PTSD. In order to help these individuals, there are several different adaptations that
could be used in this activity. An adaptation that could be made is asking question on what they
did before they join the military. Some questions that could be asked are: what were some
previous hobbies they enjoyed when they were younger, did you have a favorite sport team, and
what did you love doing before they served. This could help them with become civilians when
they come back from a stressful environment and finding something they will enjoy. Another
adaptation is having a supported family in helping the process for the individual. Also, this
activity could be a program that could take place two times a week for eight weeks.
Adaptation Reference:
Kennard, C. (2016, July 15). Reminiscence as Activity and Therapy. Retrieved October 27, 2016,
from https://www.verywell.com/reminiscence-as-activity-and-therapy-97499

Posttraumatic Stress/ Trauma. (2016). Retrieved October 27, 2016, from

http://www.goodtherapy.org/learn-about-therapy/issues/ptsd

Therapeutic Use of Magic

Activity Title: Lets learn some magic tricks!

Source: Kett, M. (2000, November 20). Therapeutic Magic. Retrieved October 27, 2016, from
http://occupational-therapy.advanceweb.com/Article/Therapeutic-Magic.aspx
Equipment:

Dollar
Quarters
Pennies
Rope (For beginners they should have pieces of rope around 24 inches to 30 inches)

Activity Description: The purpose of this activity is to help the individuals gross motor skills,
communication skills and listening skills. During this activity, the leader will show magic tricks
to the participants. After showing these magic tricks, she or he will explain and show how to
perform the magic tricks to the participants. One of the tricks that will be taught is called the

rubber quarter trick. The Rubber Quarter: it appears that the performer is able to bend the
quarter, half dollar or any other flat solid object, (Kett, 2000).The secret to this trick is the wrist
action that the individual does. The participant needs to hold the coin upright at the chest level
with both hands. Make sure that the individual keeps both the index and middle finger in front of
the coin while the thumbs are behind the coin. Flex your wrists so that the coin moves towards
your body as your elbows come slightly away from your body, then extend your elbows move
back towards your body, (Kett, 2000). Practice these motions in front of the mirror until you
learn how far to bend your wrist.
After practicing this trick for a while, the activity leader will then lead them into the next
trick called Snap Knot. The individual holds the rope in one of their hands. They need to attempt
to snap the rope to form a knot in it. Prior to performing, tie a knot about 3 inches from one of
the ends, (Kett, 2000). The individual needs to hold the rope between the right thumb and index
finger while keeping the knot hidden within the palm of the hand. Using your left hand, bring the
end of the rope without the knot up to their right hand and hold it between your middle finger
and index finger. Make sure to snap your wrist downward as you release the end without the
knot. Repeat this process another time and on the third time, release the end with the knot to
make it look like the knot magically appeared. Have the patient perform this effect at multiple
angles of shoulder flexion or abduction to facilitate shoulder strength and scapular stabilization,
(Kett, 2000).
Leadership Consideration: The CTRS could function as the leader to this activity and he/she is
in close approximation to all the participants. The CTRS must speak clearly and slowly to allow
the participants to listen and follow the instructions. The CTRS should also have patients when
leading this activity and have knowledge on how to perform a trick. Also, this activity would
work best in a group session.
Adaptations for individuals with Autism Spectrum Disorder: Individuals with Autism
Spectrum Disorder could benefit from this activity. Individuals with autism tend to have
difficulty in communication skills and social skills. The CTRS should be patient with the
individuals and be clear in demonstrating the directions on this activity for them. An adaptation
for this activity is to have a positive reward for them when they complete a direction. This
positive award could be a cookie or candy. Another adaptation is having a one on one session
rather than a group session.
Adaptations for individuals with Multiple Sclerosis Disorder: In multiple sclerosis (MS),
damage to the myelin coating around the nerve fibers in the central nervous system (CNS) and to
the nerve fibers themselves interferes with the transmission of nerve signals between the brain,
spinal cord and the rest of the body, (2016). This activity will be beneficial to individuals with
MS by helping them in their gross motor skills. An adaptation that could be used for individuals
with MS is instead of using thicker ropes, they could use thinner ropes. The thicker the rope are,
the more difficult it would be to do knots on. Also, another adaptation would be to have more
length on the rope. The longer the rope the better it will be for individuals to tie knots on the
rope.

Adaptation Reference:
Autism Spectrum Disorder. (2016). Retrieved October 28, 2016, from
http://www.webmd.com/brain/autism/autism-spectrum-disorders#1
Symptoms & Diagnosis. (2016). Retrieved October 28, 2016, from
http://www.nationalmssociety.org/Symptoms-Diagnosis

Leisure Education

Activity Title: Leisure Continuum

Source: Dattilo, J., & McKenney, A. (2016). Facilitation Techniques in Therapeutic Recreation
(3rd Ed.). State College, PA: Venture Publishing.
Equipment:

A large open room ( If there is furniture in the room, please move it against the wall to
provide space in the center of the room)

Activity Description: The purpose if thus activity is to help participants become aware of their
own leisure preferences. Prior to the activity, a list is prepared of approximately 10 contrasting
pairs of recreation activities, (Dattilo & McKenney, 2016). This list should be tailored to the
participants. Some items that could be on the list are: eating out or dinning in, hike in a mountain
or a nap in a hammock, and so on. In this activity, the participants need to stand in the center of
the room. They will be asked by the activity leader to move to one side of the room or the other
when an item is read out loud. For example, if you prefer to eat out stand to the left, if you prefer
to dine in then stand to the right. The activity leader should give the participants time to think
about it and move to the side of the room before saying the next item. This activity goes until all
the items are read of the paper. After all the items are read off the list, they will be directed to sit
on the floor in the center of the room. They will discuss with the activity leader and the group
what they learned about their own leisure preferences. This is a session in which you
Leadership Consideration: The CTRS could function as the activity leader in this activity and
he or she are in close approximation to the participants. Some safety precautions that the CTRS
needs to consider is to have the participants participate in discussions and in the activity itself.
Adaptations for individuals with intellectual disorder: This activity is helpful for individuals
with intellectual disorder in several ways. This activity could help the CTRS with what the
individual likes as their leisure preferences. This activity could help the CTRS understand what
they like so they could use this to create a program designed on what they like. An adaptation
that could be done is after they chosen an item they need to explain why right after. This activity
would work best if it was a one on one with the individual and CTRS. This will have the
participant focused on the task at hand.
Adaptations for individuals with Major Depressive Disorder: This activity would help
benefit an individual in several different ways. It could help the individual by showing them
what they choose as their leisure preference. It helps them to look at different hobbies that could
help them lower their emotion feelings and help them feel happy. An adaptation that could help
is having this as a group session. Seeing other people choose the same items could help them
bond by similar interest. Also, having them discuss it after the list of items would help them to
discuss their opinions and build a connection with others.
Adaptation References:
Intellectual Disability and Developmental Disability Continuum of Care. (2016). Retrieved
November 3, 2016, from https://www.cardinalinnovations.org/clinical-design-plan/continua-ofcare-overview-service-array-summaries/intellectual-disability-and-developmental-disabilitycontinuum-of-care
About Depression. (2016, June). Retrieved November 3, 2016, from
https://www.rexulti.com/us/mdd/about-depression-ps/?

ceid=9105&utm_source=google&utm_medium=cpc&utm_campaign=unbrandedmdd_dtc&utm_
term=depression&utm_content=unbranded_textad

Assistive Technology

Activity Title: Virtual Reality: Lets go on an Adventure!

Source: Hansman, H. (2016, February 3). How Can Schools Use Virtual Reality? Retrieved
November 3, 2016, from http://www.smithsonianmag.com/innovation/how-can-schools-usevirtual-reality-180957974/?no-ist
Equipment:

Tablet (The teacher uses this device to control the experiences and direction for the
participants.)
Cardboard (a low-cost pair of VR goggles made from a cardboard cutout, electromagnets,
an app, and an android phone.)
Android phone
An app (This app is used to connect with the tablet of the teacher so the participant could
see what the teacher will be showing them.)
A classroom
Tables and chairs

Activity Description: The purpose of this activity is to expose the participants to places that
they could not physically take a field trip to. The Expedition program levels the playing field
for students who might not be able to travel due to economic or physical limitations, but Holland
says Google is trying to break down other barriers too, (Hansman, 2016). Some examples of
places that they could visit using the virtual reality system are: the Great Barrier Reef, Great Wall
of China, Buckingham Palace, and so on. Google released a program called Expeditions Pioneer
Program that brings these virtual reality field trips into a classroom setting for the participants.
This activity could function into a group session with around twenty participants. In the
beginning of the activity, the teacher will explain what they will be seeing in the VR googles and
what they will be learning today. She or he will tell them that after viewing the VR goggles
lesson, then they will discuss what they learned after the stimulation is finished. The teacher will
pass out the already cardboard VR googles that were pre-made to all the participants. They will
then be instructed by the teacher on how to download the app needed for this adventure. After
everything has been set up, they will then be instructed to put on their VR headset. Once
students put on the VR headsets, theyre immersed in a 3D version of the Machu Picchu or the
Smithsonians National Museum of Natural History, (Hansman, 2016). All the locations that the
teacher will show them will be pertaining to the lesson being taught. The teacher will then guide
them through the history of the location and show them the detail and views of the location.
During this expedition, the teacher will tell them facts about the location. After viewing the
location and going over what they are seeing, they will take off their VR headsets and then
discuss what they saw and go over the lesson.
Leadership Consideration: The CTRS could function as a teacher in these sessions and are in
close approximation with the participants. Some safety precautions that should be considered is
to make sure that the environment in which they are virtual seeing is not causing the participants
dizziness. If it does, make sure that the CTRS or teacher have the participants take a break from
the VR goggles and tie it with a discussion. Another safety precaution is to make sure that all the
participants are sitting down while wearing their VR goggles. If they try walking around they
might run into a chair or table that could cause them injury. Another safety precaution is
depending on the number of participants, they should have more teachers or staff to help in this
activity.
Adaptations for individuals with Autism Spectrum Disorder: This activity could benefit the
individuals with autism in several different ways. Technology is a great way to have participants
with autism participant in a fun way. Virtual reality is used to help autistic children with social
attention problems, (2016). A child with autism often finds it difficult to read an individuals
facial expression or pick up visual cues or pay attention to another person that is speaking. Visual
Reality could help them with this. This activity could use several adaptation that could help
improve their social interactions and communication. An adaptation that could be used in virtual
reality is to use different scenarios to teach them real life skills needed in our daily lives. A
virtual environment is an ideal way of teaching these skills before encouraging the autistic

person to try these out in the real world, (2016). This environment provides a safe environment
in which could teach them skills used in a real world. An example is to try to teach an individual
with autism to cross the road. The simulation shows a street with traffic lights and cars which
the child interacts with, (2016). The CTRS will help them with how they should cross the road
safely and without causing them stress. After showing them different ways, they will then try it
on their own until they understand what they need to do. The CTRS will provide different
scenarios to help the individual learn on how they should react.
Adaptations for individuals with ADHD: ADHD is a chronic disorder that can negatively
impair many aspects of daily life, including home, school, work, and interpersonal
relationships, (2016). This activity would be beneficial for individuals with ADHD, also known
as Attention-Deficit Hyperactivity Disorder. Individuals with ADHD have a hard time focusing
in a classroom setting. With the use of this activity with the right adaptations could help the
individual learn the lessons through a fun and interacting way. This will help them to not only be
focusing in the textbook during class but to see it for themselves. An adaptation that could be
used is having the lesson involved with the use of virtual reality. For example, the participant is
learning about the ocean, with the use of virtual reality they could take a look of the ocean
underwater with a 3D point of view. They could see what the teacher or CTRS is teaching about.
They could put a picture with the lesson being taught. Another adaptation is to allow the
participant to guide through the reality on their own and to ask them questions of what they see.
Another adaptation that would be very affective is a one on one session with the teacher or
CTRS.
Adaptation References:
Virtual Reality Treatment for Autism. (2016). Retrieved November 3, 20166, from
http://www.vrs.org.uk/virtual-reality-healthcare/autism-treatment.html
Attention-Deficit Hyperactivity Disorder. (2016). Retrieved November 3, 2016, from
http://www.vrphobia.com/adhd.htm

Therapeutic Use of Animals

Activity Title: Lets Play Fetch!

Source: Matuszek, S. (2010, July/August). Animal-Facilitated Therapy in Various Populations.
Retrieved November 10, 2016, from http://saddlesforsoldiers.org/wpcontent/uploads/2013/03/Animal_Facilitated_Therapy_in_Various_Patient.3.pdf
Equipment:

Dog

Tennis ball

Frisbee

Rope

Treats for the dog

Activity Description: Therapeutic use of animals is very beneficial to all individuals with
disabilities and without. With the use of playing with an animal, the individual improves in
several different domains. Some examples are: lowering their stress levels, reduce their anxiety,
lowers depression, builds communication, and increases the individuals social interactions.
The dog trainer with the animal will enter the room to introduce the dog with the
participant. After introducing them, the dog trainer will teach the participant how to train the dog
to do tricks. Some tricks that they will do together will the dog are: sit, stay, lay down, roll over,
give me the paw, and play died. After performing these tricks the participant will give the dog a
treat. The participant will then be able to pet the dog and give them stomach rubs and so. After
petting the dog, the participant will play fetch with the dog. The dog trainer will teach the
participant to play fetch with the dog. They could use either a Frisbee or tennis ball. The
participant will grad the object and throw it as far as they can and the dog will retrieve it and

bring it back to the client. After playing with fetch with the dog, the participant could play with
the rope with the dog.
Leadership considerations: The CTRS could function as the leader in this activity and are in
close approximation to the participants during the session. Some safety precautions that need to
be considered are to make sure the client or participant is not allergic to animals. Also, the CTRS
needs to know what the clients target domains are in order to create an activity that will help
achieve the goals they have.
Adaptations for individuals with Autism Spectrum Disorder: There have been many research
on how therapeutic use of animals have benefit individuals with autism spectrum disorder.
Therapeutic use of animals helps the individuals who are autistic with their: emotional
regulation, behavioral management skills, social interactions, communication skills,
assertiveness, and gross and fine motors (2016). Some adaptations that could be made in this
activity is to have this as a one on one activity with the CTRS, the client and the dog. Also, to
help challenge and increase the activity, you could use homework as a learning activity. For
example, the child with autism is learning the alphabet. Hiding the letters in a room and having
the dog and the child find it together. This will increase their assertive skills and learning skills.
Adaptations for Individuals with Dementia: This activity will also benefit individuals with
dementia. With the use of animal therapy, this gives them a way to help improve their memory,
increase their pleasure, and reduce agitation. An adaptation is having animal therapy as a one on
one session. Having an assisted animal could help individuals with dementia. Taking care of a
dog could help them feel less agitated.
Adaptations References:
Autism Spectrum Disorder. (2016). Retrieved November 10, 2016, from
http://www.animalassistedtherapyprograms.org/animal-assisted-therapy-programs/familyservices/autism-spectrum-disorders
Vann, M. (2010, April 20). How Animal Therapy Helps Dementia Patients. Retrieved November
10, 2016, from http://www.everydayhealth.com/alzheimers/how-animal-therapy-helps-dementiapatients.aspx

Therapeutic Horseback Riding

Activity Title: Lets Ride!

Source: Equestrian. (2016). Retrieved November 10, 2016, from
http://www.disabledsportsusa.org/sport/equestrian/?gclid=COjur4HBntACFUxbhgoddK8Csw
Equipment:

High-back Saddle (helps assist the client to sit on the horse properly)

Mounting blocks or platforms (To assist the individuals on getting on and off the horse)

Riding boots

Helmet (to protect their heads in case if they fall from the horse)

The rope reigns (This is used to steer the horse in the direction you would like to go)

Activity Description: Horseback riding is considered a naturally therapeutic activity in which

benefits individuals with physical, cognitive, and sensory or emotional disabilities. This activity
could help individuals in several different ways such as: lower anxiety, lower depression,
improve muscle strength, emotional regulation, enhance social relationships, and improve coping
skills (2016). The horses in this activity have learn to be used to different noises and so on for
this activity (2016). We go through different activities and games with the horses over and over

again so they are comfortable with things that they may not have previously encountered,
(2016).
This activity will last a total of an hour. The leaders and staff members
will lead a group of eight to ten people on a horse trial through the horse
park. The staff will go over the directions on what the individual needs to do
in guiding the horse through the horse. If you pull the rope to the right the
horse will go right and vice versa. They will also explain the safety rules
when they start to go riding and what they should do and not do. At all times
during the trial, all participants need to listen to the staff and follow their
directions. They will be given helmets and boots in the start of mounting the
horse. After going over all the rules and directions, the staff will assist the
individuals on mounting the horse. After all the participants and staff
members are mounted, they will begin to go on their trail. During this trail,
the participants will experience the horse walking, going up and down on
terrain, and jogging through the field. After the trail, the participants will be
assisted on getting off of the horse.
Leadership considerations: The CTRS could function as a leader in this activity but they need
to be with an individual with knowledge in horseback riding and the area that they will be riding
in. The CTRS are in close approximation to the individuals and are with them the entire time.
Some safety consideration that the CTRS or guide must do is give all participants safety helmets.
These helmets help keep their heads safe from any harm that could happen. At all times the
participants need to follow their directions and instructions at all time on the trial. Also, in case
of emergency, the guide must carry a first aid kit.
Adaptations for individuals with Amputations/ Limb Loss: For the physically challenged
horseback riding offers many benefits, she said, such as improved muscle strength, increased
range of motion, increased metabolism and improved posture, (2016). According to the
Disabled Sports USA, through the use of horseback riding, the individuals experiences: the
sensation of walking with the movement of the horse, improved confidence and self-esteem,
enhance social relationships, and helps improve coping skills. There are several different
adaptations equipment that could be used for individuals with amputations or limb loss to assist
them in mounting the horse and securing riders in the saddle. These include: mounting blocks or

platforms of varying sizes or back and shoulder muscles, Australian saddles, which offer a
deeper seat, honeycombed pads to avoid pressure sores, breakaway stirrups so a rider isnt
dragged in case of a fall, and more, (2016). Another adaptation is having the staff member or
CTRS walk alongside the individual to ensure the safety of the individual and help them with
their balance.
Adaptations for Individuals with Multiple Sclerosis: In brief, what is known about MS is
that it is signified by more than one multiple areas of inflammation and scarring of the myelin in
the brain and spinal cord, (1997). This activity could be beneficial to individuals with Multiple
Sclerosis. Some adaptations that could be used is having a CTRS or a staff member walking
alongside them on the trial. Other adaptations that could be used are adaptations equipment. One
adaptation equipment that could be used is an Australian saddle. This saddle is a deeper seat that
helps the individual fit comfortable on the horse. This seat could be used to help stabilize the
individual on the horse. Another adaptation is to have this activity for a shorter time and frequent
rest periods.
Adaptations References:
Equestrian. (2016). Retrieved November 10, 2016, from
http://www.disabledsportsusa.org/sport/equestrian/?gclid=COjur4HBntACFUxbhgoddK8Csw
Multiple Sclerosis and Therapeutic Riding. (1997, April). Retrieved November 10, 2016, from
http://horseplayriding.org/disability_articles/tr_ms.pdf

Therapeutic Use of Play

Activity Title: Frozen Beanbags: Help your Friend!

Source: Dattilo, J., & McKenney, A. (2016). Facilitation Techniques in Therapeutic Recreation
(3rd Ed.). State College, PA: Venture Publishing.
Equipment:

Large Room

Beanbags

Activity Description: This activity is very beneficial for individuals with disabilities. It helps the
individuals social interaction, ability to play, and with their motor skills. The purpose of this
activity is for the participant to help as many people as possible by keeping them unfrozen. The
activity leader will go over the activity directions to all the participants. This activity is designed
as a group session with ten participants.
The participant begin moving around the room at their own pace, each balancing a
beanbag on their head, (Dattilo & McKenney, 2016). The activity leader will change the pace or
action of the group. They could command them to skip, hop, go faster, and go backwards and so
on. The participants need to perform this action while the beanbag stays on their head. If the
beanbag falls off of their head while doing any action, then they need to freeze and stay frozen.

Other participants with the beanbag on their head need to help pick up the beanbag from the
floor and place it back on the individuals head. They have to do this while still maintain their
beanbag on their head. The object of this game is to help as many people as possible by keeping
them unfrozen, (Dattilo & McKenney, 2016).
Leadership considerations: The CTRS could function as the activity leader in this activity and
they are in close approximation to all the participants in this activity. There are some safety
precautions that the activity leader needs to know. Firstly, he or she should make sure that the
room is cleared of any objects that could cause the participant to fall over or trip on. These
objects could be chairs, tables, or anything laying on the ground. Also, they should guide the
individuals away from each other to avoid injuries from crashing into other participants.
Adaptations for individuals with ADHD: Play therapy is an integral way to teach social skills,
calm anxiety, and improve self-esteem in children with ADHD and related neurobiological
conditions, (Kingsley, 2016). Not only does it improve in these domains but also as well as
improve their motor skills. Some adaptations that could be made is to have this activity as a mini
group session. Instead of having this activity in a group of ten, there should be five participants.
If you still want to have a larger group activity, then incorporate more staff members into this
activity. Another adaptation is to change the flow of the activity to keep the individual engage in
the activity. If the activity is repeated the same routine then they tend to lose interest and what to
do another activity. Mixing it up will help keep them engaged and participating.
Adaptations for Individuals with amputations/ limb loss: This activity is beneficial for
individuals will amputations and limb loss. This activity will be very beneficial to the individual
by helping them with their balance and motor skills and having help from others. An adaptation
that could be used is to have the individual go through obstacles in the room to help them with
their motor skills. For example, when they feel comfortable balancing the beanbag on their
heads while they are walking, the CTRS will then have them do a more challenging task. Also
this activity would work best in a group setting and takes place for six weeks.
Adaptations References:
Kingsley, E. (2016). How to Practice ADHD Play Therapy at Home. Retrieved November 17,
2016, from http://www.additudemag.com/adhd/article/8374.html

Limb Loss Awareness. (2015, April 20). Retrieved November 17, 2016, from
http://www.cdc.gov/ncbddd/disabilityandhealth/features/limb-loss-awareness.html

Sensory Stimulation

Activity Title: Sand and Water Play: Lets build a Castle!

Source: Sensory Integration Activities. (2016). Retrieved November 17, 2016, from
http://www.sensory-processing-disorder.com/sensory-integration-activities.html
Equipment:

Wooden Sandbox (This holds the sand in)

Bucket (to hold the water)

Sand

Water

Sand shovels

Sand boxes

Buckets

Activity Description: Playing in the sand or water provides essential yet fun ways to
experience necessary tactile input. This activity purpose it to allow the individual to feel different
textures like water, sand, smooth, and so on. This also allows the individual to use their creativity
and imagination to create things out of their hands.
The activity leader will give the tools needed to the participants to do this activity. After
the tools are given to the participant, they are then instructed to build a castle. They could use the
sand and water to make strong walls for the castle. They need to be creative and add other ideas
to make it their own masterpiece. They could add a river, tress, and a mountain and so on to
create what they want. The activity leader could help assist them in this activity. They will even
have tools to help design the castle.
Leadership considerations: CTRS could function as an activity leader in this activity and he or
she is in close approximation to the participants in this activity. Some safety precautions that the
CTRs should consider is that they need to provide this activity in an environment that is safe to
the participants. If an individual is in a wheelchair and could not go into the sand, then the CTRS
should provide accommodations for the individual.
Adaptations for individuals with Alzheimers: This activity is great for individuals with
Alzheimers. Individuals with Alzheimers have difficulty remembering and recollection
memories. They may also start to feel a loss of taste, feel, sound, and smell. This activity will
benefit the individual in many different ways. This could help them with their texture, sight,
smell, and memory by building a sand castle. An adaptation is switching out the sand and water
and adding other objects. For example, when the individual was younger they like to plant
flowers. For the activity exercise, provide the materials for the individual to plant. If they feel the
texture of the soil, feel the texture of the seed, and so on they could remember memories of
planting. Another adaptation is to have this activity as a one on one activity instead of a group
session. If you do it in a group session, have the family or friends of the individual to join in.
This will help them with their memories and as well as their sensory.
Adaptations for Individuals with Autism Spectrum Disorder: Individuals with Autism
Spectrum Disorder have a difficult time communicating, socializing with others, regulate their
emotions, and play. To help them with these domains, this activity could help with a few

adaptations pertaining to their uniqueness. This activity also allows for the individual to feel
different textures. An adaptation that could be done is to have other participants play with the
individual while sharing the tools and materials. This would help promote social interactions and
communication within the group. Another adaptation is to assist less to allow them to think and
be creative with their imagination. This activity could be used throughout six weeks but the
CTRS must create different activities so they do not repeat and lose interest from their
participants.
Adaptations References:
Bhandari, S. (2016, May 30). Autism Spectrum Disorder. Retrieved November 17, 2016, from
http://www.webmd.com/brain/autism/autism-spectrum-disorders#1
Schmid, J. (2009, February 17). Sensory Stimulation for Alzheimer's. Retrieved November 17,
2016, from http://www.best-alzheimers-products.com/sensory-stimulation-for-alzheimers.html