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Boston University
School of Edue.it ion
704 Commonweal tli Avenue
Boston, Massachusetts 022.1 S
8 May 1930
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REGEI ved
APR - o
I. LUDWIG
Mr. Michael Cataruzolo Perkins School Watertown, MA
Dear Mike:
Attached please find a Proposal for the development of a therapeutic recreation program at Perkins School. This Proposal is the result of some eight (8) months of work on the part of the therapeutic recreation staff of our Leisure Studies Program.
Under the co-direction of you and the staff from Boston University, these past several months have been most profitable in reference to: (1) the evaluation of existing programs, (2) conduct of therapeutic recreation classes, (3) long-range planning for the leisure needs of the students
at Perkins.
The object of this Proposal is to outline how the incorporation of therapeutic recreation into the School might benefit the student population at Perkins. It is the intent of this effort to suggest ways in which staff could most effectively utilize their efforts coordinated by the existing disciplines.
We hope that this Proposal will prove helpful and that Boston University might continue to play a helpful role in the implementation of a Therapeutic Recreation Program at Perkins. We look forward to our continued cooperation.
cc : Kevin Las sard
A PROPOSAL FOR A TMIiRAPF.UTTC Rli CROAT TOM PROCRAM
PORK INS SCI 1001
1 . Inti oduct ion:
It is essential to recognize that humans are social beings with needs, interests, and desires that transcend emotional, intellectual and physical condition. No program of treatment or rehab i 1 i t iat ion can be complete unless the total person’s needs are considered and met as part cl that service. A well planned, adequately staffed program of Therapeutic Recreation uill assist Perkins in achieving their long ranged goals of providing the very best, up-to-date services for their students.
For many of the students at Perkins, free time is a problem. The profession of Therapeutic Recreation is concerned with enabling individuals with physical, mental, emotional, or social disabilities to acquire appropriate and meaningful socioleisure life styles. Some individuals in treatment settings have conditions that are severe enough that the immediate focus connot be on hew well they play; rather, it must be on assisting them to function better. In these settings, specific recreational activities arc used as part of the treatment
process to improve physical, mental, emotional or social functionin
This therapeutic use of recreation activities is a well -planned process that includes assessing the client's functional problem, stating a treatment goal, selecting appropriate activities, and selecting an interaction or intervention style. Once a student’s functional level has improved, the emphasis of the therapeutic recreation program shifts to helping the individual to develop leisure attitudes, values and skills Some of Perkin's students live in the community and are not in treatment situations. Free time is a problem for many of them because they have never had the opportunity to acquire recreational skills or engage in
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recreation programs or activities as other people do. Therapeutic recreation programs for these individuals focus on providing meaningful experiences through leisure activities. Some ma\ learn recreation skills so they can choose how to use their free time; others may attend program that take into consideration their particular handicaps or limitations; and others may learn about leisure and its potentials for sol f - express io and satisfaction.
1 1 . Services olfered through Therapeutic Recreation:
Perkins School offers an excellent opportunity for applying all levels of therapeutic recreation skills. Because of the full range of disabilities present in the students, it also offers an enormous challenge to the T.R. staff. Because the students have such, complex need: it is essential that a systematic, orderly approach to the development of the service is followed. The best place to begin is to understand the T.R. philosophy. Simply stated, a therapeutic recreation model for service delivery of leisure attempts through a prescribed method, to aid students moving from a condition where the recreator provides the major stimulus to where the student's own motivation for participating in activity takes over-, tree ul the recreator.
Somewhere between these two areas along the continuum all people, disabled or not, find themselves. The goal of the recreation therapists is to move the student along this progression to ir.dcpendancc , through a systematic method involving counseling, education and actual recreatioi activities. In the ideal model, a student progresses through a series of steps, advancing forward until a particular method is determined tc be necessary for further results.
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and v.'h
( (Note
III. G
The three areas which therapeutic rccrcat ion is concerned with
ich become basic elements of the Perkin’s program are:
1. Rehabilitation or treatment. Programs with this emphasis, Lrocu cn the improvement of a student’s physical, social, mental, and/or emotional behaviors.
2. Leisure education. Programs of this nature focus on assisting the student in learning new leisure skills, acquiring social skills, establishing an awareness of self and leisure, and acquiring knowledge related to leisure resource utilization.
3. Recreation participation. Programs in this category provide the individual the opportunity to engage in leisure activities and programs of their own choice.
: see following page for diagram of detailed model for delivery of Leisure Services to the Handicapped))
oals of Perkin’s T.R. prugr a m :
1. To provide services and resources to enable students to acquire new leisure skills appropriate to their limita tions and future 1 i f e s t >' 1 o s .
2. To provide the opportunity and structure to facilitate the the student’s regular participation in previously obtained and newly acquired activity skills and interests.
3. To provide counseling and educational services to assist studen in understanding the significance of leisure phenomena and in the acceptance of their personal responsibility for leisure util i z a t i o n .
4. To provide information and activity experiences to promote and enable the understanding and acceptance of ongoing health and physical fitness practices.
Digitized by the Internet Archive in 2018 with funding from American Printing House for the Blind, Inc.
https://archive.org/details/proposalfortheraOOgera
Figure 1 — Model for Delivery of Leisure
Services to the Handicapped Compton & Witt 1970
o Extrinsic mot ivat ion
>
o Provider control
o Dependent consumer
o Low level of function and ski 1 \r (c<n;n i t i ve affective and psychomotQ r )
o Severe and multi¬ ple disabilities and dysfunctions
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* o Control led/
* scheduled environment
REA OF
F'RVTCE:
THERAPEUTIC RECREATION
LEISURE F, D U C A T T ON / F A C I L IT A T T A
o Intrinsic mot iva t ion
o Consumer control
o Sel f -actual i
i ng civjsum* ■
o H i p,h level f unc t ion an skill' (copy tivc, a I fee t i vo and n ; chcmotor.
o Mild d f i e i 1 and riisndv. Lap, es
o Unbounded/ unscL* ’ ’led environment
RFC R EAT’ ■'
OLES:
Clinician/ therapist
Facilitator
counselor educator enabler
Ad vo c a t e / P ro g ram P ro v i
UNCTIONS:
o diagnose individual leisure needs
o assist in leisure decision making
o promote needs ana right of handicapped to leisi
o assess cognitive, a f feet ive and psychomotor function as a part of total leisure functioning
o prescribe, and direct specific regimes for treatment
o treat specific behaviors which serve as barriers to leisure functioning
o evaluate success of application of treatment
o facilitate the development of leisure values a 1 1 i tildes
o assist in refinement of act ivi ty ski 1 1 s necessary to positively engage in leisure pursuits
o assist individual in trans¬ fer of skills, knowledge and values to involvement in activity se It i ngs
o assist individual in
identifying and removing barriers to leisure fulfill merit
o remove ecological bar¬ riers to leisure fulfi1 menf, e.g. arch i tee fur economic, etc.
o advance concepts of po.- tive and dynamic roles for handicapped in soc i et v
o provide opportunities environments for parti¬ cipation in leisure in concert with expressed consumer interests
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5. To provide information related to leisure resources and experiences involving the utilization of resources.
t> . To provide opportunities to improve or increase social interaction abilities that \v i 1 1 expand or facilitate the enjoyment of leisure activity participation.
7. To provide knowledge and experience to enable the utilization of community resources.
8. To educate the community concerning the socioleisure needs of the students at Perkins, encouraging interaction in activities and other leisure interests.
I V . I rogram dcsi gn components :
What is being proposed for Perkins is a systems planning model regarding design, implementation and evaluation. The use of a standard model, accepted by the therapeutic recreation profession will assure a continuity of delivery and accountability over the years.
We first look at what Perkins wishes to accomplish from the program. Numerous interviews with the staff and administration has given us this direction.
Secondly, we have to dev el on a set of guidelines to achieve these goals, and finally we have to establish a procedure for determining if tire program did what it set out to do. We have set down seven import ffat components that arc an integral part of a successful systems planning mode 1 :
1. Determine the purpose, goals and objectives.
2. Design a specific set of procedures and content to accomplish these purposes, goals and objectives.
3. Specify implementation or delivery strategies.
4. Implement the program.
5. Manage and monitor the program.
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6. Lvsluatc the program.
7. Revise the program based on evaluation data.
All Y.k. programs are concerned with five interacting design components.
They exist for all populations at Perkins:
1. Analysis of students. The purpose is to determine the nature and needs o f the students so that realistic goals can. be
o
determined, besides basic information about the student's leisure skill background, the most important considerations ar nature and severity of illness or disability.
2. Goals and objectives arc another major element. They also evolve based on analysis of the nature and needs of the student
3. The selection of activities to be used to achieve the student ’ ; goals and objectives. These activities can encompass tradition; recreational pursuits, conventional physical education sports and games or non- traditional 1 e i sure / rec reat ion areas.
4. The nature and method of the process to be used in conducting the program.
5. Finally, a program can only be developed within the guidelines established by limitations and strengths of the organization. These staff, budget, equipment and facilities resources must be considered during the development of a program.
One of the T.R. goals at Perkins School is to assist students acquire and apply leisure skills for continued participation, both at school and in tire community. To facilitate the achievement of this goal, the T.R. team must systematically plan a program based on three basic components:
1. Assessment and prescriptive areas:
Each student is interviewed with the use of instruments designe for tire program, to determine leisure skill level, interests am needs. At this time the students would Ire intrcducea to the
program's purpose, content and process.
2. Activities related to skill development:
Analyze existing activities and recrcat icnal / le i sure pursuits, cither available or proposed for Perkins, to determine which will provide measurable skill development for students. Students can be enrolled in programs according to information gained in assessment steps relative to areas of weaknesses and interests.
3. Leisure education and community opportunities:
Here the student can voluntarily engage in leisure experiences at the school which are present in the community. Some examples that are currently being perfomred at Perkins are intermural or athletic competition, clubs and special interest groups, drop-in facilities such as library, coffee houses, special and social events such as square dancing, disco, etc.
V . The T.R. Team:
When Perkins implements a Therapeutic Recreation program, a scries of important steps should be taken which will result in the program development. The first of these goals should be the' working -out of a realistic time table, based on the priority status the administrate places on the program, budgetary considerations and ability to staff the department. Since a ghat deal of responsibility for implementing this program will fall into the hands of the T.R. director, one of the first areas of concern should be finding that person. A complete job description and qualifications are describe later in this report.
The director's imput would be taken into consideration for developing program content, staff and volunteer requirements and budget consideration to carry out the program.
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ORGANIZATIONAL CHART
Staff
Therapeutic Recreation Le i s u re Sc r v ice s Budget
For years 1 f, 2:
Director's Salary: - $18 - 20,000
Assistant Director's Salary - $15 - 17,000
Of f ic/Sccrct ary D time - 10,000
$50,000 ±
For 3rd year:
_ _ _ l _
Director's Salary Assistant Director Staff: 7 0 $15,000
- $18
s Salary - $16
25,000
18,000
105,000
12,000
10,000
$170,000
Secretary: -
Fqu i pmen t / supp 1 i es/M i sc .
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Since t !
lorr arc seven major educa t ion/ rehab i I i l a t ion programs currently at Perkins, each having a supervisor and a professional staff person, a recommended increase of staff responsible to the T.R. department might be seven additional full time people. They would report directly to the Director of T.R. and would assist him/her develop the department and the programs, including working with a volunteer corps that would form an integral part of the T.R. staff.
Once a team has been recruited, it will he the function of the director to heighten their understanding of job tasks and roles, to improve specific skills, and to enhance professional growth and development. Typical staff development goals are:
To i "<■ i ease knowledge about agency policies and procedures;
2. lo increase ability to perform job-related skills;
o. To increase staff cohesion, confidence, creativity, and coopernt i on .
1. To improve the quality of services rendered to students.
5. To decrease staff turnover rates;
0. To enhance both personal and professional growth; and
7. To acquiic new skills to meet changing program needs.
7 I • Conclusion and summary:
An attempt has been made in this report to give a fairly comprehens overview of the Therapeutic Recreation field as it pertains to Perkins •School. We have not attempted in this report to deal with specific programs or make recommendations regarding existing recreational/leisure activities or current staff who have been performing these services.
There is no way anyone could possibly do this without performing all of the recommended processes outlined in this report. The specific
programs will evolve after the department has been formed and provisions are made regarding budget and staff.
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Because Perkins lias already made a commitment to their students regarding a wide variety of activities and provides them with up-to-date facilities and equipment, the inclusion of a T.R. department may only involve the hiring of additional staff and a coordinator/director.
The immediate and most important effect of such a decision will be a systematically and scientifically provision of those services which are currently being offered on a 'second effort' basis by already over worked staff members.
A Therapeutic Recreation Department can become a most valuable tool in Perkins' rehabilitation, educational and therapy services if the department is supported and included as an important member of Perkins' Human Service Team, consisting of personnel representing professional disciplines concerned with the health and welfare of students .
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Appendix
We have taken an actual activity program called "Mainst;a: ;ainq
through the Martial ArLs" and I o 1.1 owed its progr-u.
! i v n • f t ' i
i : . e
Therapeutic Recreation systems plann.ng mod'd 'or a • 1 ivory, the clients referred to are examples, the actual activity and result* documented are similar to programs and
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in this report somewhat mor< underst
I . Program System example
PROGRAM SYSTEM: "Mainstreaming through the Martial Arts" Modified
Karate program.
POPULATION
SETTING:
Blind, visually impaired, mult i- i moa i red students , 5-35 y in age.
A multi service oriented facility whirr • rov'd-.' s din 'nor t evaluation services, comorohensi vo eduev i.ona 1 and vocational training nronrans.
)::c-vocnt let . a 1
SUBJECT: Therapeutic Recreation Program TERMINAL PERFORMANCE OBJECTIVE: To demonstrate th< reauired to earn a red belt.
moronr i ate bohavi'
E N A B L I N G 0 B J E C T T VK S
PERFf NO!' MEASURES
1. To demonstrate the ability to learn all movements of course.
In a 10 w eek c n u r s e , meet i n r, t v; ice a week r or one l\»ur , nb.e student w « 1 l demonstrate the • ilia - to oerfor m all
physical mov
( ■ Jp (
r.1 ■ r ecu i red in coursi •
2. To demonstrate improved strength, endurance, coord¬ ination L balance.
3. To demonstrate a willingness to practice with a partner.
4. To demonstrate an ability to follow the rules of the snort
T n the course of tirai: :.c, demons - mi to t h r nun h to s t i im : in. s t r u: ■ n t s a n improvement of EO , in these areas.
T n t. he c o u r s e o f t r a i n i n <; : , p air o :: :r par l: i c i pants ' >r ‘ he* purpose of p r a r t i c i no ba s i s dr i 1 1 s .
In the course' o! training, teach and explain the protocol end rituals involved and the student will adh re to tills tU'.i'M I c< ■ .
I
I1NABL I Mi _ Oh.) i'A. 1 i V J:S , con t
: ; KKORMANCb V|l'ASUivl o , cont. .
'5. To demonstrate a greater sense
of confidence regarding movement.
In the course' o' instruction, ' ;
< ; t u d out s w i 3. 1 d emo nr r rat e a n o v i ^ i mm^vemont in posturing and c ' ' r. ' j d a nee w : ; i l e m ov i. no .
' lot
6. To develop some measurable quality of leadership ability.
Tn the course of instruction, ’he stud-sit will volunte *r to help or assist: another stud no t perform a techniqm r m the : ; r .. .
7. To demonstrate an improved sense Tn the course of m
of self awareness and concentration . student
Li demons!
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8. To demonstrate an improved sense of self confidence.
9. To demonstrate an ability to defend oneself against simple attacts using course proceedures
10. To demonstrate an ability to
learn and repeat required history, theory and rational pertaining to course of instruction.
merit in follow ins
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The modified Karate program happens Lo bo an the kind of activities that fall into the realm
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'normal' people are afraid to try, gives them a self confidence from the very fact that they are people realize is that Karate, properly taught, activities possible. It can be pract iced bv people condition. It doesn't require a standard of excel 1 the program, rather Karate's verv purpose is physical conditioning that most people lack.
Karate does not stress competition, in fart the on.lv competition
is self competition. One cannot fail at Karate, only improve I
e r. c o
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development
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es a no p
SKUiS
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Let us now check out the Modified Karate Program activity analysis rating form. Although a proficient would not have to refer to this form when chosir.g an items rated are intuitively evaluated in order to scl will provide the most desirable services for a given
using the T.R. . : . d rector
act iv • t
4 - i > \
. . . '
act activities
p o p u i a tion.
.IV
)
When choosing an activity, 1 <• based on the students involved. Sever arc important: 1.
o! Ll
i i e c e s s a r y to ’ ' • o d i 1 ; *- L
1 1 area a. regarding tire mocii : >.at l( 1
Vcp the activity and action ar c ore or tradi tional activity as possr are . .
2. Modify only the aspects oi. t hu adapt i nq .
3. Individualize the modification
to the origin
a. e 1 1 \’ 1 1 y
that need
II. The T.R. Activity Analysis hating — ]go_gm •
ACT I VI T Y A N A L YSIS RATING F(;:r'
Activity: Modified Karate program A . Physical Aspects :
1. What^AS_thc_pri i . I • :
Primarily standing.
2 . What typ< s oj it < v< . < nt doc c the : : - - L^ire:
bending , stretching , standing, walking, reaching, g^asp^.-, . ^h_r.^ ,
jumping, hopping, running
3. What are the p_rima_ry senses : • * • ' 7
i.,,T
Wnat <rie cue px • - y - ... - - ...... \
(RATE: 0 = n o t at ail; 1 --rarely ; 2=occasional i .
touch: 3 taste: 0 a ightq__3 HSHhli-A
4. Strength required? Minimum in the beginning, program acvoi<v&
strength .
5. Sneed: Minimum in the beginning, program devo-ops ^p^^d .
6. Endurance : Minimum in the beginning, prcgia... Qi- • elc;^ cncruran
7. Energy: Various segm n s of he P ™°untl
of energy. Program can acco.uoda i_ty ^
8 Muscle coord i nat ion: Program develops co i • nati( . -oi.e.
- for entrance to program.
9. Hand-eve c< linat Lon: Progi < *£ation- "
— -j t-j noec.ee: lor entr.-n^f >-o i^o^rc.ri .
. i . . p v I ^ i i l i t y r ' r e is n n e d e c . f o l
10. Flexibility: Program develops l 1 ex.i .m in . . •
entrance to program.
11. Aqility : Program develops agility. Mono is needed for entrance to
program .
12
13
14
15
HOW rt.agn__q_i. _ Lite _i s Ji.'-"-
; i mf> log?*. yen ‘ nrr.c
eyes yes mouth yes cars_y^_
J ' < f. .id 1 .
bond you nock yon
. . J{ J l_ L
hands \
root: yos
How much coord i nnt ion of thcs-‘ parts is necessary? A great c.ea. ^ cf coord inat i on ; s i 1 v< l i tin .student ■ > ’ ■ •
i n the activity. The pi t can ac
v/i thout disruption of the class. Pn jross . nvicual : -si
and the only competition involved is sell .
Little ■ . ct iv L ‘
Rato degree of cardiovascular activity regui’ea. t ^
is~ required "in the beginning, but increases as skill levels la. or
Pate tho degree of joint stress. Litt le stress m tne beg inn m : , increases as ski'll"ievcl increases and participation among stucni
begins .
B . Social A s p o c t s :
1 . interacti ttern : Inti lii : • ■ 1 /• 1 : ; ' . . ■ " .
. : regate , intorind vidual , uni u \ , • ■ — - : - t 1 • ' ' • ' ‘
intragroup and intergroup.
2 . How m iny pri i u ry i rticipants d the ic • " • ' t ;; • 1 L
3, Does the activity promote s x . r hetero •
_N e v~s t u d e n t s work~bcst in in c ity rr ip. As the ?roup
develops more confidence in their abilities tne o*. ^ ■
group is not important.
4. Can everyone communi :at< with everyone ' i
ac . 1 /? No, much of the activi ty is i
e . j
thi
s - - .
5. what is the prin lry communjlc tion no tv. r ? < n to group.
6. Do-:;; the activity demand that there be . - • £ ■■ L group;
7. Does the activity require coopera tioji_or _c.ojBP.et it ion? Cooperati
8 .
Hpwjimch physical contact does, the activity demanu? - 1 - '-x° the beginning , much as student progresses.
9. How closely spaced u the part ic ip uit s? v . together.
10. What level of social relationship clocgy t ho activity promoce. Much ol the activity is concerned with i U d Lopment m j inning w ith demons t rat ion oi skills w L th partner .
11. How si rue tu a :J v i y? Highly : 1 ru ui id.
1 2 . Type of interaction : Verba 1 and demons 1 ra t ..or. .
13. Inclusion-Exclusion : Inclusion.
14. Noise level: Moderate
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15.
16 .
17
18
19
' f y i i c rv , v
b Vel QoS
I ncj( t cnc en< :< :-M i in i ci yy: Ini t i all v w >sl independence in student as course prouresacs.
tndepondencc-Oependcj-t : Ini i ially U « ^ n i; nt, r y i^^ocre
ictor , tudent becom oi m <
. v. ' i v-
;i recced wit e • ) r o j r e s s e s .
Innerdii ■ ■ • • ’
emphasis shifting to innerdircctcd as eo^rs.
Rewards H - * a - 1 ' cl c ■
ace . - h , y< « ■ ach st ud< nt ta r. uo -*ut ■ ■ ■■
lies ahead with its accompanying l < * 1 1 1 ♦ • ■ •
Maturity: s a s etured progra
ripl no lull ial ly. I e ;n sti ictui • students become more involved with ao in< : lat.ie^
i.rh do too o:
progresses a than learning
C. C jniti v ' :
1 . Row c ) pi n ( th( rules we understand them.
must be no aero-
1 to? No rules
2. How much memory retention. is_nec . ■ • • g. •
3. HOW tm h strat< gv d !S...tlu icl Wit: rggu iro? S »R strat t V- 4 . How . ich / ;rba 1 iza t i < >n i s i gu irccl Vci v tlu *
5 . ilov; much 'QAtrabion Lj i lu.i.r<
6 . How f ten are the foil >w n< :
Reading : occasionally Math: rarely Writing : occasionally Sjjclli n.g : rarely
7. skill required: Much skill, no change.
8. Rate the demands for they J q.llow i no ! f*°!,L ‘ V ' ' ^ 7 i’ ’iV
“Form .and shape: often. • '' ; ? '
Colors: vary s.oldom Size: often.
Vi : ; u . 1 1 Cone n
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1 ol :
4C 1 1 1 i
. : . .
Tact i 3 e Olrj octs c l as s e s Numbers
o f ten . r;( : 3.d< >m . so 3 (loin . often.
M ;tracl thinking: i
•*- o P
W V - * A
body
oa rts
:n .
> T i
rbal nui '> t i : • > : often
9 . Check d i root., i on 1 3 i tv seau i ri.-u :
\ > e ' :
be f {./ r i gh t : Un/down: yes Around: yes )ve r/un< ier :
Per S'. *n/ob \ > • e \
1 ’ < ■ ! " S e : i / i > e i ; > o . i
Ob joct /object
u ■ \*( : : no
-15-
|
• |
|
10. C< )iiU '.J u>: iLy o! :-CoL .ia<):
j i , SCOT 1.11' ) Lil \ • ■' • •
Emotional Demand s :
1. Rate tho o| ortunit'ies for th* cx\ . ■
d u r i ; lg t i i i : >_ a c L i v it y .
Joy: seldom Guilt: seldom Pain: seldom
: - • F( ar : n v . Frus Limtion :
seldom
2 . Ra te the i ui_s< : Su :c< 1 :■ ailu
.on: 1
Success : 1
Satisfaction/Di Intr in si c/oxtri nsi c : 1
Exci Foment/ Ape thy : 2 Patience/Impa lienee : 3
Awareness c i oth( rs/J yw< Irenes s of ■ *■*
reward: j Ac - ■ m •• oct i on : 3
if Id« . - ■ ri >r ity :
. . n/Def iance:
. a i Du la 1 ion/ Eonmunipu _
D . Admi nistrative a s poets:
Leadership: maxi mum Ecju ip me n t : very little.
Duration: Set time of instruction, none for Fa'ci 1 i ties : Rerpi i red .
Participants: Any number of similar skill
\ O 1 j -t i -
group .
ITT. The Individual Plan:
The individual to be followed in
program plan is a stop-bv stop ou assisting the student to achieve
of procedures tated goals .
Generally the plan will include:
] . Ac t i v i t i e s a nd p r og ram s i n wh i c h t h c
2. Facilitation styles and approacnes to
3. Hints about working with the students
4. Schedule for evaluating participation