ATRA Annual Conference Oklahoma TENTATIVE … WELCOME TO OKLAHOMA CITY On behalf of the ATRA/TRAO...

1

ATRA Annual Conference Oklahoma City Oklahoma

TENTATIVE PROGRAM

Please note that the On-Site Program will replace previous pre-conference versions. Session numbers may change.

Please look carefully at session titles to determine which sessions you wish to attend.

Earn up to 2.5 TOTAL CEUs • 1.9 Full Package Registration

All CEU qualified educational sessions will be reviewed for pre-approval by NCTRC.

2

WELCOME TO OKLAHOMA CITY

On behalf of the ATRA/TRAO (Therapeutic Recreation Association of Oklahoma) Host

Committee, we would like to welcome you to Oklahoma. The ATRA Program Committee

working in conjunction with the President of ATRA and the National Office have developed what

we hope to be an outstanding conference for your enjoyment and education.

The ATRA 2014 Annual Conference and 30th Anniversary Celebration is located at the

Renaissance Hotel and Cox Convention Center in the heart of Oklahoma City and right next to

the number one entertainment and dining district in Oklahoma. With dozens of restaurants,

fantastic nightlife and turn-of-the-century charm, Bricktown offers visitors a variety of activities in

downtown Oklahoma City. Enjoy a stroll along the mile-long Bricktown Canal or share an

evening with friends listening to music and enjoying the camaraderie and ambiance unique only

to this historic district.

In between educational sessions you can always take a break and walk over to the Myriad

Botanical Gardens and the Crystal Bridge Tropical Conservatory. The memorial of the 1995

bombing of the Murrah Federal Building and the Oklahoma City Art Museum are only a short

stroll from the Renaissance Hotel. A quick cab ride will take you to Remington Park (horse

racing and on-site casino) and/or Riverwind Casino, one of the earliest and largest casinos in

the Oklahoma City area. For those of you who like crowds, carnival food, and thrill rides the

Oklahoma State Fair will be going on at the Oklahoma Fair Grounds some fifteen minutes by

car from the conference center.

Come one come all, combine all the fun activities and surroundings of downtown Oklahoma

City, with the hundreds of great therapeutic recreation specialist friends, the special activities

planned to celebrate the 30th anniversary of ATRA, and the 100 plus educational sessions. You

can't go wrong by attending the 2014 ATRA Annual Conference. SEE YOU IN OKLAHOMA

CITY, Sept 13th - 16th, 2014. Make your reservations early.

http://www.visitokc.com/listings/Myriad-Botanical-Gardens-Crystal-Bridge-Tropical-Conservatory/422/0/

http://www.visitokc.com/listings/Myriad-Botanical-Gardens-Crystal-Bridge-Tropical-Conservatory/422/0/

3

ATRA Board of Directors

ATRA 2013-2014 Board of Directors President ................................................................................... Norma J. Stumbo, Ph.D., CTRS President-Elect ........................................................................... Debbie Robinson, MS, CTRS/L Secretary ..................................................................................... Tim Passmore, Ed.D., CTRS/L Treasurer ...................................................................................................... Lisa Morgan, CTRS Members-At-Large .................................................................... Dan D. Ferguson, Ph.D., CTRS

Martha Judge, MS, CTRS/BH, MISA II Marilyn E. Radatz, MS, CTRS

Jo-Ellen Ross, Ph.D., CTRS Michael Sutherland, M.Ed., CTRS

Chair-Chapter Affiliate Council……………………………………………Carrie E. Wilcher, CTRS

2014 Host Committee Conference Chair ................................................................................Dr. Jerry Jordan, CTRS/L Program Commitee .......................................................................... Dr. Tim Passmore, CTRS/L .......................................................................... ....................................... Laura Blundell, CTRS/L .................................................................................................... ... Sandy Semtner Bond, CTRS/L .................................................................................................... ...... Monique Dilonardo, CTRS/L ..................................................................... .............. ...............................Kelly R. Evans, CTRS/L ................................................................................................................... Teale Figgis, CTRS/L .......................................................................................................... Marlene Goodrich, CTRS/L ................................................................................................................... Cody Jones, CTRS/L ................................................................................................................. Cathy Jordan, CTRS/L ............................................................................................................ Kelley McCubbin, CTRS/L ................................................................................................................ Alysha Walter, CTRS/L .................................................................................................................. David Welch, CTRS/L ............................................................................................................. Dr. Melissa Zahl, CTRS/L .......................................................................................................... Hannah Petersen (Student) .............................................................................................................. Ellen St. John (Student)

Recognizing ATRA’s Lifetime Professional Members Mary Ann Aquadro, Ph.D., CTRS C. Missy Armstrong-Beyerlin, M.S., CTRS Melissa Blair-O’Shaughnessy, CTRS Allison Brewer, CTRS Carla Carmichael, CTRS Jan Cockrell, MA,CTRS, ACC Danielle Danner, BS, CTRS Jill Ellison, BS, CTRS J. Kevin Enright, CTRS Julia Sophia Fleming, M.S., CTRS Robin M. Greenfield, M.A., CTRS Marlynn Heyne, CTRS Martha T. Judge, MISA, CTRS Kari M. Kensinger, Ph.D., CTRS Mary Ann Keogh Hoss, Ph.D., CTRS, FACHE James Kramer, BS, CTRS Angela Kwan, CTRS Terry Long, Ph.D. Amanda Nelson, CTRS Sharon Nichols, CTRS/L Kellie Nugteren, CTRS Kathleen Olson, CTRS, MSE Roy H. Olsson, Jr., Ph.D., CTRS Jennifer Orocio, CTRS Patrick Patterson, CTRS Kami Simpson, BA, CTRS Marcia D. Smith, M.A., CTRS, HFS Norma J. Stumbo, Ph.D., CTRS Alane Thomas, CTRS Suzanne Thompson, MA, LRT/CTRS, LMBT, HTPA Diane Wagner-Heffner, M.A., CTRS, CBIS Veda Ward, CPRP Marc Weingrad, MS, CTRS Heewon Yang, Ph.D., CTRS

5

2014 Annual in Therapeutic Recreation Volume 22

Editors Mary Ellen Broach, Ph.D., CTRS Alexis McKenny, Ph.D., CTRS

Associate Editors Steve Anderson, Ph.D.

Cari Autry, Ph.D., CTRS

Sheryl Chatfield

Patty Craig, Ph.D., CTRS

Brandi Crowe, Ph.D., CTRS

Marcia Carter, Ph.D., CTRS

Dawn DeVries

Heewon Yang, Ph.D., CTRS

ATRA Past Presidents 2013-2014 Norma Stumbo 2012-2014 Diane Skalko 2011-2012 Vicki Scott (09/2011 – 06/2012) 2010-2011 Mary Ann Aquadro 2009-2010 C. Missy Armstrong-Beyerlin

2008-2009 Mary Ann Keogh Hoss 2007-2008 Marcia Smith 2006-2007 Sandy Negley 2005-2006 Bryan McCormick 2004-2005 Nancy McFarlane 2003-2004 Melinda Conway Callahan 2002-2003 Glenn “GT” Thompson 2001-2002 Laurie Jake 2000-2001 Diane Etzel-Wise 1999-2000 Dan Ancone 1998-1999 Pamela Adams Wilson 1997-1998 Sharon Nichols 1996-1997 Debbi Hutchins 1995-1996 Frank Basile 1994-1995 Dave Austin 1993-1994 Mary Jean Erwin 1992-1993 Thom Skalko 1991-1992 Carmen Russoniello 1990-1991 Karen Grote 1989-1990 Mike Rhodes 1988-1989 Roy Olsson 1987-1988 Ann Huston 1986-1987 Bernie Thorn 1985-1986 Ray West 1984-1985 Peg Connolly

6

Recognizing ATRA’s Distinguished Fellows 2013 Charles Dixon 2012 Jeff Witman 2011 Linda Buettner 2010 Leandra Bedini 2009 Glenn “GT” Thompson 2008 Norma Stumbo 2007 Sharon Nichols 2006 Pamela Wilson 2005 Joanne Finegan 2004 John Jacobson 2003 Marcia Carter 2002 Carol Ann Peterson 2001 Frank Basile 2000 Ann James 1999 Mary Ann Keogh Hoss 1998 Linda Hutchinson-Troyer 1997 David Austin 1996 Glen Van Andel 1995 John Shank 1994 Thom Skalko 1993 Jerry Jordan 1992 Bob Riley 1991 Ray West 1990 Peg Connolly 1989 Nancy Navar 1988 Bernard E. Thorn 1987 David Park

2014 Peg Connolly Scholarship Recipients ATRA’s Peg Connolly Scholarship program provides working scholarships to the Annual Conference for eight students (graduate and undergraduate). These students serve as CEU monitors throughout the conference and have opportunities to interact with professionals and develop their leadership skills.

Fiona Allen ● University of North Carolina at Greensboro Michaela Birek ● Western Carolina University Laura Gremore ● Eastern Carolina University Stephanie Hamacher ● Grant Valley State University Jennifer Happ ● University of Wisconsin LaCrosse

Kayla McDermott ● University of New

Hampshire Hannah Petersen ● Oklahoma State University Heather Shultz ● University of Tennessee Knoxville Margaret Whaley ● University of North Carolina at Greensboro Katelyn Winslow ● University of North Carolina at Greensboro

7

SCHEDULE OF EVENTS … … Friday, September 12, 2014… … z

8:00am - 5:00pm ATRA Board Meeting│ Native American Room

2:00pm - 5:00pm Registration Open │ TBD

… … Saturday, September 13, 2014…………

8:00am - 5:00pm Registration Open │ Second Floor Prefunction East

Pre-Conference Sessions | Additional Registration & Fees Required

9:00am – 4:00pm Full-Day Intensives

Comprehensive Geriatric Assessment and Evaluation 0.6 CEUs pending | CEU Session # 1

Nancy E. Richeson, Ph.D., CTRS

This session is designed for CTRSs who are interested in developing and refining skills in the assessment and evaluation of older adults. There is a growing need in our profession to understand the older adult’s unique social and health care needs. The session will focus on developing knowledge in the processes of assessment and evaluation and provide a variety of tools to measure life satisfaction, mood, pain, and function, as well as the BANDI-RT. Understanding how to assess and evaluate are essential in promoting health and well-being in this population of people and in promoting the role of recreational therapy in geriatric care. Learning Objectives: Verbally state three reasons why developing assessment and evaluation skills for older adults is important in RT practice; Develop knowledge in ten geriatric assessment and evaluation tools for life satisfaction, mood, pain, and function and the BANDI-RT; Verbally state the importance of assessment and evaluation in promoting health and well-being for older adults; Verbally state importance of the use of assessment and evaluation in promoting recreational therapy in long-term care.

Dementia Practice Guidelines for Recreational Therapy: Treatment of Disturbing Behaviors (2nd Edition)

0.6 CEUs pending | CEU Session # 2 Suzanne Fitzsimmons, MS, GNP, ARNP, RT-C

Working as a recreational therapist with individuals who have dementia can be challenging, especially when you encounter behavioral problems. This all day intensive workshop will provide you with extensive training in using the Dementia Practice Guideline in your facility. After completion of 6-50 minute modules and passing the competency exams, you will receive a Certificate of Training and will be listed on ATRA’s Dementia Practice Directory. This evidence-based guideline and training will improve your skills, recreational therapy practice and the lives of your residents. Learning Objectives: Define the term disturbing behaviors; Demonstrate five recreational therapy interventions to be used in addressing disturbing behaviors; Explain a non-pharmacological practice approach to treating disturbing behaviors.

Utilizing An iPad as a Toolbox for Recreation Therapy 0.6 CEUs pending | CEU Session # 3

Jonathan Tang, CTRS

An “Apple” a day will keep the doctor away, but not recreation therapists! Recreation therapists will have the opportunity to learn and explore what technology (iPods, iPhones, and iPads) has to offer in the therapeutic recreation profession. In the first session, we will learn the importance of technology, how to sanitize our

8

devices, and gain additional information on the basic functions of an iPad including the accessibility features, battery conservation, and secrets and tricks to using your iPads efficiently. In the second session, we will apply our new knowledge and transform our iPads into tools for recreation therapy by discovering new apps and new adaptive equipment for your clients' needs. Both sessions will include: Basic information, apps and Therapeutic Recreation approaches, client goals and outcomes, program and interventions, trivia, prizes, and Q&A! Take this time to update your status and become a tech-savvy recreation therapist. What is in your toolbox? Learning Objectives: Identify at least two different adaptive tools and functions that can be implemented in recreation therapy; Name at least two apps that can be utilized in therapeutic recreation programs; Learn at least one therapeutic approach using technology and recreation therapy.

9:00am – 4:00pm Off-Site Full-Day Intensive

Challenge Course Facilitation For Recreation Therapists Working With Universal Populations

0.6 CEUs pending | CEU Session # 4 Scott Jordan, Ph.D. and Cathy Jordan, M.S., CTRS/L

Facility use made available by Camp Shiloh. This full day preconference workshop will focus on giving recreation therapists theory based techniques for working with universal populations in a challenge course setting. Concepts of mechanical advantage will be addressed to get persons with disabilities on a high ropes course, through but not limited to, team belay systems and the challenge element. The theoretical foundation for this workshop focuses on Bandura’s model for Self-Efficacy (1979). Many individuals from universal populations do not envision themselves participating in adventure activities. Success on a challenge course develops perceptions of being able to accomplish what was perceived to be difficult. Learning Objectives: List three aspects of theory recreation therapists can use with universal populations; Identify three techniques recreation therapists use to assist universal populations on a challenge course; Describe three elements of Bandura’s Self-efficacy Model.

9:00am – Noon Half-Day AM Intensives

Next Generation ADA: Issues and Implications for Therapeutic Recreation Practice

0.3 CEUspending | CEU Session # 5 John N. McGovern, JD

The Americans with Disabilities Act (ADA) has been the law of the land since 1992. At first, complaints filed under the ADA were simple: lack of sign language interpreters, failure to design and construct accessible sites, failure by health professionals to treat persons who are HIV positive, and failure to meet administrative requirements such as an access audit, policy review, and naming an ADA Coordinator. Today, twenty-two years later, for parks and recreation agencies, a more complex type of dispute is emerging, and these have significant implications for the practice of therapeutic recreation. In these disputes: • Nurses are not the only staff to administer injections. • Service animals do belong in swimming pool water. • Olmstead has teeth and is being enforced by the US Department of Justice (DOJ). • DOJ wants the rectal administration of anti-seizure medication in programs. This session will review these emerging disputes and apply them to therapeutic recreation. Learning Objectives: Understand trends in enforcement by the quality of their questions, and their replies to questions from other members of the audience; Apply the elements of emerging enforcement trends, in the case studies, to the practice of therapeutic recreation; Identify common policy deficits and solutions for same; Identify opportunities for the growth and advancement of the practice of therapeutic recreation.

Evidence Based Practice: Introduction and Application 0.3 CEUspending | CEU Session # 6

Norma J. Stumbo, Ph.D., CTRS, FALS and Jamie R. Bennett, TRS, CTRS

9

This session will provide an introduction to the how and why of evidence-based practice (EBP) and then take participants through a completed example of an evidence-based coping skills program. This interactive half-day workshop will help participants understand the necessity of EBP for professional survival and then demonstrate how the five steps of EBP can be used to systematize program design and document targeted client outcomes. Participants will have ample opportunities to get their questions answered and will be provided with a template and resources to implement EBP in their own practice. Learning Objectives: Identify the relationship between client outcomes and evidence-based practice; Identify three reasons why EBP is important to their own practice and to the profession; List the five steps of EBP; Explain how to transfer this knowledge to their own programs and practice.

Leadership From the Inside Out- Applications for TR Professionals 0.3 CEUspending | CEU Session # 7

Sharon McGloin, President, Experiential Alternatives

In order to be a great leader, one has to begin a process of self discovery and examination to determine who they are and what their purpose is in life. In Leadership from the Inside Out, we will examine seven areas of mastery that are necessary to become a great leader. These include personal mastery, purpose mastery, interpersonal mastery, change mastery, resilience mastery, being mastery, and action mastery. You will leave today with concrete steps that you can take to begin your own journey of self discovery and skills on how to implement areas of mastery into your TR career. Be prepared to interact and learn with your peers. Learning Objectives: Develop an action plan based on the seven areas of mastery; Develop ways to integrate the fundamental knowledge of group interaction and leadership into TR programs; Practice leadership and facilitation skills that will maximize the therapeutic benefit for the client served.

1:00pm – 5:00pm New Board Orientation │ Native American Room

1:00pm – 4:00pm Half-Day PM Intensives

he ABC’s of Teambuilding: The Power and Strength of the Group 0.3 CEUspending | CEU Session # 8

Sharon McGloin, President, Experiential Alternatives

Just because you put a group of people together, doesn’t mean they will all get along. Team dynamics can change just by the addition or subtraction of a team member. This session will allow you to examine your level of acceptance and become familiar with the skills you need to bring as a member of a successful team. These skills include positive interdependence, individual accountability, face to face interaction, collaboration skills and group processing skills. Within this skill set, we will cover trust, communication, cooperation, problem-solving and conflict resolution. Learning Objectives: Understand team dynamics and what constitutes a team; Determine their level of acceptance within the team structure; Learn at least three team based activities for use with their team members.

Facing Your Fear Factor: Creating Inclusive Environments 0.3 CEUspending | CEU Session # 9

Janet K. George, CTRS

The presenter will introduce participants to KIT’s Theory of Change for creating communities in which children and youth with and without disabilities are welcomed, supported, and respected. Participants will engage in hands-on activities and discussion to discover what inclusion means to them, examine potential barriers to inclusion. Participants will also be introduced to KIT’s Inclusion Checklist. Learning Objectives: Describe at least two activities they can engage in to impact inclusive practices in their community; Identify accommodations to support a child with a disability in a given scenario; Indicate at least two strategies they can implement using the Inclusion Checklist.

4:30pm – 5:30pm Meet the Vendors │ Great Hall A/B

10

5:30pm – 7:00pm Opening General Session│ Great Hall E

The Oklahoma Fancy Dancers is a professional Native American dance group based out of Oklahoma City, Oklahoma area. The group provides an educational and entertaining glimpse of Native American culture through its narration, dance, music, and storytelling. All of the group’s performers are enrolled Native Americans and represent many different tribes of Oklahoma. In addition, each performer is a renowned champion dancer and is recognized throughout the United States and Canada as a major competitor on the powwow dance circuit.

Perspectives on Our Profession: A 50 Year Journey

0.1 CEUs pending | CEU Session # 10 David R. Austin, Ph.D., FDRT, FALS

The address will deal with experiences in and observations about recreational therapy based upon the speaker’s 50 plus years in the profession, including being a Founding Member of ATRA. Learning Objectives: List two or more advances that have been made in university professional preparation programs since the 1960s; Know at least two opportunities faculty members have to advance the recreational therapy profession; Know in what year ATRA was formed; Identify at least three challenges and opportunities for the profession of recreational therapy.

7:30pm - 10:00pm TRAO Social Country Western Dance (Bring Your Boots)

…… Sunday, September 14, 2014 …

6:00am - 7:00am Morning Exercise

7:00 - 8:00am Breakfast Buffet │ Great Hall A/B


8:00am to 9:00am Keynote General Session│ Great Hall E

ATRA: Perspectives on the First Thirty Years (Keynote)

0.1 CEUs pending | CEU Session # 11 TBD

This session will review the first thirty years of ATRA’s history, including the reasons ATRA was founded and our major accomplishments thus far. A small panel will also provide their perspectives on the impact ATRA has had on their professional lives. The session will conclude with potential goals and milestones for ATRA’s next 30 years. Learning Objectives: Name two reasons for the founding of ATRA; Name three accomplishments of ATRA in its first thirty years; Name three goals for ATRA in the next thirty years.

11

9:15am – 10:15am Concurrent Educational Sessions

Welcome To ATRA! (Students Only – No CEUs) 0.0 CEUs pending | CEU Session # 12

Dan Ferguson, Ph.D., CTRS, Martha Judge, MS, CTRS/BH, MISA II, and Michael Sutherland, M.Ed., CTRS

This session is intended for students and new ATRA members to become better acquainted with ATRA, it’s committees and task forces, and ways to get involved. We’ll talk about ATRA’s primary activities for the coming year and why member involvement is crucial to the survival of the organization. Be prepared to volunteer and get involved in YOUR organization! Learning Objectives: Identify four ATRA task forces or committees; Identify four activities ATRA is in undertaking in 2014; Identify at least one area of ATRA that they would like to get involved in.

ATRA's Community-Based Treatment Network Expanding Knowledge And Networking

0.15 CEUs pending | CEU Session # 13 Michael Sutherland, M.Ed., CTRS

This session will provide attendees with two areas of learning. First it will provide the opportunity to learn about this Treatment Network, the new Treatment Network Handbook, what they have accomplished over the past year, plans for the upcoming year, and how you can be involved. Second, it will provide an opportunity for learning about resources which can make you a better practitioner. Specifically, subject matter will relate to research, books and other media, treatment ideas, and assessments. Learning Objectives: Describe what a treatment network is, what the ATRA Community-Based Treatment Network has accomplished over the previous year, and opportunities to engage with this network in the future; Describe three areas of research related to recreational therapy practice in Community-Based; Describe three books or other media related to recreational therapy practice in Community-Based; Describe three treatment interventions related to recreational therapy practice in Community-Based; Describe three assessments related to recreational therapy practice in Community-Based.

ATRA's Physical Medicine & Rehabilitation Treatment Network

Expanding Knowledge And Networking 0.15 CEUs pending | CEU Session # 14

Kaitlin Lewis, CTRS

This session will provide attendees with two areas of learning. First it will provide the opportunity to learn about this Treatment Network, the new Treatment Network Handbook, what they have accomplished over the past year, plans for the upcoming year, and how you can be involved. Second, it will provide an opportunity for learning about resources which can make you a better practitioner. Specifically, subject matter will relate to research, books and other media, treatment ideas, and assessments. Learning Objectives: Describe what a treatment network is, what the ATRA Physical Medicine & Rehabilitation Treatment Network has accomplished over the previous year, and opportunities to engage

with this network in the future; Describe three areas of research related to recreational therapy practice in Physical Medicine & Rehabilitation; Describe three books or other media related to recreational therapy practice in Physical Medicine & Rehabilitation; Describe three treatment interventions related to recreational therapy practice in Physical Medicine & Rehabilitation; Describe three assessments related to recreational therapy practice in Physical Medicine & Rehabilitation.

ATRA's Geriatrics Treatment Network Expanding Knowledge And Networking

0.15 CEUs pending | CEU Session # 15 Courtney Castillo

This session will provide attendees with two areas of learning. First it will provide the opportunity to learn about this Treatment Network, the new Treatment Network Handbook, what they have accomplished over the past year, plans for the upcoming year, and how you can be involved. Second, it will provide an opportunity for learning about resources which can make you a better practitioner. Specifically, subject matter will relate to research, books and other media, treatment ideas, and assessments. Learning Objectives: Describe what a treatment network is, what the ATRA Geriatrics Treatment Network has accomplished over the previous year, and opportunities to engage with this network in the future; Describe three areas of research related to recreational therapy practice in Geriatrics; Describe three books or other media related to recreational therapy practice in Geriatrics; Describe three treatment interventions related to recreational therapy practice in Geriatrics; Describe three assessments related to recreational therapy practice in Geriatrics.

ATRA's Developmental Disability Treatment Network

Expanding Knowledge And Networking 0.15 CEUs pending | CEU Session # 16

Cassandra McMinn, MS, CTRS

This session will provide attendees with two areas of learning. First it will provide the opportunity to learn about this Treatment Network, the new Treatment Network Handbook, what they have accomplished over the past year, plans for the upcoming year, and how you can be involved. Second, it will provide an opportunity for learning about resources which can make you a better practitioner. Specifically, subject matter will relate to research, books and other media, treatment ideas, and assessments. Learning Objectives: Describe what a treatment network is, what the ATRA Developmental Disabilities Treatment Network has accomplished over the previous year, and opportunities to engage with this network in the future; Describe three areas of research related to recreational therapy practice in Developmental Disabilities; Describe three books or other media related to recreational therapy practice in Developmental Disabilities; Describe three treatment interventions related to recreational therapy practice in Developmental Disabilities; Describe three assessments related to recreational therapy practice in Developmental Disabilities.

12

ATRA's Behavioral Health Treatment Network Expanding Knowledge And Networking

0.15 CEUs pending | CEU Session # 17 Richard Boyle, CTRS and Sue Hensley, TRS/CTRS

This session will provide attendees with two areas of learning. First it will provide the opportunity to learn about this Treatment Network, the new Treatment Network Handbook, what they have accomplished over the past year, plans for the upcoming year, and how you can be involved. Second, it will provide an opportunity for learning about resources which can make you a better practitioner. Specifically, subject matter will relate to research, books and other media, treatment ideas, and assessments. Learning Objectives: Describe what a treatment network is, what the ATRA Behavioral Health Treatment Network has accomplished over the previous year, and opportunities to engage with this network in the future; Describe three areas of research related to recreational therapy practice in Behavioral Health; Describe three books or other media related to recreational therapy practice in Behavioral Health; Describe three treatment interventions related to recreational therapy practice in Behavioral Health; Describe three assessments related to recreational therapy practice in Behavioral Health.

ATRA's Pediatrics Treatment Network Expanding Knowledge And Networking

0.15 CEUs pending | CEU Session # 18 Kaylee McGuire, CTRS, CCLS, CBIS

This session will provide attendees with two areas of learning. First it will provide the opportunity to learn about this Treatment Network, the new Treatment Network Handbook, what they have accomplished over the past year, plans for the upcoming year, and how you can be involved. Second, it will provide an opportunity for learning about resources which can make you a better practitioner. Specifically, subject matter will relate to research, books and other media, treatment ideas, and assessments. Learning Objectives: Describe what a treatment network is, what the ATRA Pediatrics Treatment Network has accomplished over the previous year, and opportunities to engage with this network in the future; Describe three areas of research related to recreational therapy practice in Pediatrics; Describe three books or other media related to recreational therapy practice in Pediatrics; Describe three treatment interventions related to recreational therapy practice in Pediatrics; Describe three assessments related to recreational therapy practice in Pediatrics.

ATRA's Veterans/Military Treatment Network Expanding Knowledge And Networking

0.15 CEUs pending | CEU Session # 19 Brent L. Hawkins, Ph.D., LRT/CTRS and Jasmine Townsend,

Ph.D., Ctrs

This session will provide attendees with two areas of learning. First it will provide the opportunity to learn about this Treatment Network, the new Treatment Network Handbook, what they have accomplished over the past year, plans for the upcoming year, and

how you can be involved. Second, it will provide an opportunity for learning about resources which can make you a better practitioner. Specifically, subject matter will relate to research, books and other media, treatment ideas, and assessments. Learning Objectives: Describe what a treatment network is, what the ATRA Veterans/Military Treatment Network has accomplished over the previous year, and opportunities to engage with this network in the future; Describe three areas of research related to recreational therapy practice in Veterans/Military; Describe three books or other media related to recreational therapy practice in Veterans/Military; Describe three treatment interventions related to recreational therapy practice in Veterans/Military; Describe three assessments related to recreational therapy practice in Veterans/Military.

ATRA's Schools Treatment Network Expanding Knowledge And Networking

0.15 CEUs pending | CEU Session # 20 Cara N. Gray, M.S., CTRS and Heidelind Hunter, MS, CTRS

This session will provide attendees with two areas of learning. First it will provide the opportunity to learn about this Treatment Network, the new Treatment Network Handbook, what they have accomplished over the past year, plans for the upcoming year, and how you can be involved. Second, it will provide an opportunity for learning about resources which can make you a better practitioner. Specifically, subject matter will relate to research, books and other media, treatment ideas, and assessments. Learning Objectives: Describe what a treatment network is, what the ATRA Schools Treatment Network has accomplished over the previous year, and opportunities to engage with this network in the future; Describe three areas of research related to recreational therapy practice in Schools; Describe three books or other media related to recreational therapy practice in Schools; Describe three treatment interventions related to recreational therapy practice in Schools; Describe three assessments related to recreational therapy practice in Schools.

The New Recreational Therapy Manager Treatment Network - Making It Work For You!

0.15 CEUs pending | CEU Session # 21 Laurie (Reddick) Pickard, MA, LRT/CTRS, CCLS, Missy

Armstrong MS, CTRS/R, FDRT, and Patty Irvin, MPA, CTRS

There is a need for a systematic process to assist Recreational Therapy executives and managers of Recreational Therapy programs through a Management Network Forum. This session will determine current needs for benchmarking, technical support, networking and a communication framework for managers and leaders in Recreational Therapy. Collaborative approaches to building upon strengths, competencies and lessons learned will be shared and compiled into an accessible leader’s forum. Learning Objectives: Identify three needs of managers, directors and supervisors of RT service lines in the current economic climate.; Identify the web based methods of communication will best lead to collaboration for the leaders.; Identify Professional Standards/terms of use for the Management Network..

10:15am - 10:30am Break in Vendor Area│ Great Hall A/B

13

10:30am – Noon Concurrent Educational Sessions

Your Future: Building Your Professional

Network (Students Only – No CEUs) 0.0 CEUs pending | CEU Session # 22

Missy Armstrong, MS, CTRS/R FDRT (Intended for students only.)

After discussing networking tricks and tips, attendees will be given a structured opportunity to network with colleagues. Bring a large stack of business cards and be ready to develop mutually beneficial relationships with other TR colleagues. Learning Objectives: Identify two key elements of professional networking; Identify three TR colleagues who may be contacted in the future for TR resource sharing; Identify three benefits of professional networking to improvement of TR practice.

The Joint Task Force for Recreational Therapy Licensure

0.15 CEUs pending | CEU Session # 23 Debbie Robinson, MS, CTRS/L and Bob Riley, Ph.D., CTRS

Licensure is a critical topic for the Recreational Therapy profession. In 2013 ATRA and NCTRC joined together to establish a Joint Task Force for Recreational Therapy Licensure. The purpose of the JTF is to protect the public and promote the field of RT by establishing a legal mandate recognized by all state governments. Join us for a discussion of this exciting project and how you can participate in establishing and supporting licensure. Learning Objectives: Describe rationale for RT state licensure; Describe the methodology for achieving state licensure; Describe the current status of RT state licensure within the US; Articulate several issues challenging the movement for state licensure.

Clinical Instructor Training for the Supervision of Recreational Therapy Internships Part I

0.3 CEUspending | CEU Session # 24 (You must attend both parts to earn CEU credit.)

Peg Connolly, Ph.D., LRT/CTRS and Jennifer Hinton, Ph.D., LRT/CTRS

CARTE Accreditation Standards and Guidelines require that educational institutions provide training for clinical instructors (supervisors) of recreational therapy student internships. The purpose of this session is to provide training to current and prospective clinical supervisors on the standards for clinical internships. This includes the roles, qualifications, and expectations of clinical supervisors for recreational therapy internships. It also will cover student knowledge and skills prior to the clinical internship placement, purpose and nature of clinical education, teaching/learning styles of supervisors and students, and clinical assessment and evaluation. Discussion will center on supervisory past experiences as well as expectations for quality internships. Learning Objectives: Describe the standards for clinical instructors, education sites, education experiences, internship experiences and proficiencies, clinical supervision, and the responsibilities and

qualifications of a clinical instructor; Describe the content and educational knowledge and skills of a student intern from a Recreational Therapy Program and the process for developing clinical proficiency in a recreational therapy internship; Define at least three learning styles and the challenges of a clinical instructor to develop effective teach skills; Describe the differences between quality clinical instruction and poor clinical instruction; Define three clinical education assessment and evaluation techniques expected for accredited recreational therapy education programs.

Tai Chi as an Effective Relaxation and Stress Management Tool

0.15 CEUs pending | CEU Session # 25 Lin Li, MS, CTRS

Tai Chi relaxation mechanism: concentration is to calm central nerve system; “meditation in motion;” Visual imagery, which is to imagine the movements before you actually perform them; and body awareness and progressive relaxation techniques. The presentation will address the mechanism why Tai Chi is an effective relaxation and stress management tool for people with or without mental illness. The intervention indicates that Tai Chi is a powerful tool for participants to establish the habit of THINK BEFORE ACT and Tai Chi is a powerful tool to make logical and reasonable decisions for participants with diagnosis with Schizoaffective disorder, PTSD and etc. Learning Objectives: Understand moving meditation and mental imagery; Progressive relaxation techniques, which is the two-way communication; Body awareness and proprioception development.

Sense-Ational Ideas for Recreational Therapists and Their Clients with Autism

0.15 CEUs pending | CEU Session # 26 Shelly L. Beaver, MS, CTRS

Sense-ational Ideas for Recreational Therapists and their Clients with Autism equips professionals with the tools necessary to provide effective RT services to individuals with autism who also experience sensory dysfunction. This session will define sensory processing disorder, identify related symptoms and manifestations and provide practical strategies following the APIE process to enhance RT service delivery to clients with autism and sensory dysfunction in the home, school and community settings. Learning Objectives: Define sensory integration and sensory processing disorder; Evaluate clients’ sensory needs; Plan and facilitate activities based in sensory integration.

Living with Cancer: A Preliminary Study Using Leisure to Facilitate Posttraumatic Growth

0.15 CEUs pending | CEU Session # 27 Tabitha Vercillo, CTRS, MA Candidate

There is a growing body of literature that suggests that people can experience positive growth following a diagnosis and experience

14

with cancer. This session will introduce the phenomenon of posttraumatic growth (PTG) and explain the roles that leisure has in facilitating this experience for individuals living with cancer. This presentation will provide discussion of preliminary results of a Master’s thesis research project, and will offer recommendations for recreational therapists in facilitating PTG. Learning Objectives: Describe the process of posttraumatic growth (PTG); Recognize how leisure can play a role in the facilitation of PTG; Identify potential interventions to facilitate PTG.

Understanding the WHO International Classification of Functioning, Disability and Health (ICF) and its Implications for RT/TR

0.15 CEUs pending | CEU Session # 28 Debbie Pate, MS, CTRS

Understand the rationale, purpose, foundation and structure of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF). Gain a basic understanding of the ICF content, coding scheme and qualifiers. Appreciate the implications for RT/TR that are associated with the ICF. If further knowledge is desired in understanding how to incorporate the ICF in RT/TR practice and research, please attend the session entitled Innovative Use of the International Classification of Functioning (ICF) in RT/TR Practice or Research. Learning Objectives: Demonstrate a basic understanding of the ICF classification structure and content; Describe the ICF coding scheme and qualifier scaling; Clarify four implications of the ICF to RT/TR; Explain the purpose of the ICF Core Sets and their implications to RT/TR assessment and treatment planning.

Research Institute: Part 1 (0.15 CEUs) │ CEU Session #29 (Must attend all parts included in CEU Session #29 to receive CEU credit.)

10:30am-11:00am Outcomes of Adaptive Snowsports Programs For Service Members with Combat-Related Disabilities And Their Signifcant Others Jessie L. Bennet, Ph.D., CTRS

11:00am-11:30am Understanding Female Military Service Members’ Experiences With Community Reintegration After Injury Brent L. Hawkins/Assistant Professor and Brandi M. Crowe/Post-Doctoral Fellow

11:30am-Noon Health Related Quality Of Life And Adolescents With Physical Disabilities: Utilizing Sport Camp As A Therapeutic Intervention Jennifer Piatt, Ph.D., CTRS

12:00pm - 1:30pm Take a Student to Lunch

1:30pm - 3:00pm Concurrent Educational Sessions

Recreation Therapy as Part of the Interdisciplinary Treatment Team Approach in

Physical Medicine and Rehabilitation 0.15 CEUs pending | CEU Session # 30

Angie Pihera, MS, CTRS and Cecilia Rider, MS, CTRS

Discuss the vital role recreation therapists play as a part of the interdisciplinary treatment team in physical medicine and rehab. Working along-side physical, occupational, and speech therapists benefits not only the patients but also the treatment team members. Benefits of recreation therapists being involved in treatment team meetings, functional co-treats, and team groups/outings will be discussed. Learning Objectives: Identify and describe the role of the recreation therapist on the interdisciplinary treatment team; Identify and describe two ways to implement co-treats and/or group sessions; Identify and describe three ways in which you can improve your recreation therapy treatment sessions by involving other disciplines.

State Licensure Coordinator Training with the Joint Task Force for Recreational Therapy

Licensure 0.15 CEUs pending | CEU Session # 31

Debbie Robinson, MS, CTRS/L and Bob Riley, Ph.D., CTRS

This session is intended to provide an update for state coordinators and other interested individuals regarding the advancement of licensure in RT and how to establish a legal mandate in each state. This session is open to all conference participants. Learning Objectives: Describe the role and function of the Joint Task Force for RT Licensure and Regulation; State three essential elements of model bill language; Describe three resources for establishing state licensure; Describe the progress in your state towards licensure.

15

ATRA Strategic Plan Update 0.15 CEUs pending | CEU Session # 32

Norma J. Stumbo, Ph.D., CTRS

This session will provide an update on the activities and accomplishments of our first year of the 2013-2018 Strategic Plan. The next four years of the strategic plan will take tremendous effort. Every single professional and student needs to make a commitment to improve the profession if we are to succeed and thrive in the coming decades. If not now, then when? If not you, then who? Learning Objectives: Identify a minimum of three strategic plan activities accomplished in 2013-2014; Identify a minimum of two strategic plan activities that will be the focus of 2014-2015; Identify at least one area of TR in which each participant would like to get involved.

Recreational Therapy Needs You! Your Role in Public Policy

0.15 CEUs pending | CEU Session # 33 Thomas K. Skalko, Ph. D., LRT/CTRS and Richard Williams,

Ed.D., LRT/CTRS

This session will review the ATRA Federal Public Policy initiative and future directions. Concrete strategies and steps to building and sustaining ATRA’s grassroots advocacy will be discussed. Specific information on the past, present, and future agenda for recreational therapy public policy in uncertain times will be shared. Participants will be given the opportunity to ask questions and highlight their needs, issues, and concerns for continual growth of the profession. Each participant will gain awareness to the what, why, and how they can make a difference for our future. Learning Objectives: Demonstrate understanding of three strategies that have occurred to address RT public policy concerns; Identify at least three strategies they can initiate to affect public policy and the RT profession in their local area, the state, and at the national level; Identify three areas of need for the future in Recreational Therapy as it relates to Federal Public Policy.

Dynamic Balance and Agility Training 0.15 CEUs pending | CEU Session # 34

Lin Li, CTRS, MS

Falls present one of the most serious and costly problems, and they are the leading cause of injury-related hospitalization in seniors in the United States. DBAT is designed to address several sensor-motor causes of falls in older adults: (1) lost control of anticipatory postural adjustment (APA), (2) be not able to effectively initiate a step, (3) the ineffectiveness of protective stepping due to the low upper limbs coordination, (4) falls in lateral movement, (5) increased reaction time, and (6) daily external perturbations. DBAT is essentially focused on sensory and motor training which is the foundation of

balance and mobility. The session covers the interaction between Base of Support and Center of Gravity and applies the interaction to improve lateral balance, front-back balance and effectively deal with outside impeding force to keep balance. Learning Objectives: Identify their BOS and COG; Improve their lateral balance; Improve their front-back balance; effectively deal with outside force through the Push-hands training.

Evidence-Based Methods for Facilitating Physical Activity of Children with Autism

Spectrum Disorder 0.15 CEUs pending | CEU Session # 35

Lisa Mische Lawson, Ph.D., CTRS

This session reviews challenges related to ASD and evidence-based methods for promoting participation in physical activity. Learning Objectives: Identify challenges of children with ASD, particularly related to participation in physical activity; Identify evidence-based methods for promoting physical activity of children with ASD through swimming; Identify evidence-based methods for individuals with ASD to other activities.

All Right Stop, Collaborate, and Listen: A Template for Reducing Staffing and Other

Constraints in Recreational Therapy Programs CEUs pending | CEU Session # 36

Shelly Beaver, MS, CTRS and Cathy Dillen, MS, RN-BC, AOCNS, ACN-BC

Interdisciplinary and interorganizational collaborations are effective approaches to reducing various constraints (e.g., limited staffing) often experienced by recreational therapists and their departments. In addition, such partnerships successfully increase the awareness and understanding of RT practices by related healthcare disciplines resulting in a more cooperative and comprehensive approach to the provision of health services for clients with disabilities. This session will provide recreation therapists with the knowledge and tools they need to effectively establish and implement such interdisciplinary, budget-friendly, collaborative therapeutic recreation programs, specifically in conjunction with nurse training programs. Learning Objectives: Explain the importance of interdisciplinary/interorganizational collaborations to the field of recreational therapy; Identify a minimum of four benefits to interdisciplinary collaborations between recreational therapy and nurse training programs; Apply and implement interdisciplinary/interorganizational strategies, following the APIE process, in their settings; Evaluate effectiveness of interdisciplinary/interorganizational approaches to the provision of recreational therapy services.

16

Research Institute: Part 2 (.15 CEUs) │ CEU Session #37 (Must attend all parts included in CEU Session #37 to receive CEU credit.)

1:30pm-2:00pm Outcomes of A Recreation Therapy Yoga Meditation Intervention on Prison Inmates Spiritual Well-Being Kim Hoang Pham, MS, CTRS and Suzy Ross , Ph.D.,

CTRS, RTC

2:00pm-2:30pm Spirituality, Friendship, And Disability: Implications For Therapeutic Recreation Lyn G. Litchke, CTRS, Ph.D. and Audrey Rivers, BHA, TR Graduate Student

2:30pm-3:00pm Yoga Leads To Multiple Physical Improvement After Stroke Marieke Van Puymbroeck, Ph.D., CTRS, FDRT, Kristine Miller, Ph.D., PT, Erin DeBaun, MS, OTR, and Arlene Schmid, Ph.D., OTR

3:00pm - 3:30pm Break in Vendor Area│ Great Hall A/B

3:30pm - 5:00pm Concurrent Educational Session

Innovative use of the International Classification

of Functioning (ICF) in RT/TR Practice or Research

0.15 CEUs pending | CEU Session # 38 Debbie Pate, MS, CTRS

Understand the implications of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) to RT/TR. In small workgroups, apply the classification in real-life scenarios to learn how to incorporate the ICF in current RT/TR practice and research. It will be assumed the participant has a very basic understanding of the ICF. If needed, that understanding can be gained by attendance to the session entitled Understanding the WHO International Classification of Functioning, Disability and Health (ICF) and its Implications for RT/TR. Learning Objectives: Clarify four implications of the ICF to RT/TR; Identify six methods to incorporate the ICF into RT/TR practice or research; Explain the purpose of the ICF Core Sets and their implications to RT/TR assessment and treatment planning; Apply the ICF to a RT/TR case study.

Meet The Pioneers (Students Only – No CEUs) 0.0 CEUs pending | CEU Session # 39

Norma J. Stumbo, Ph.D., CTRS, FALS, Jamie R. Bennett TRS, CTRS, and Tabitha Vercillo, CTRS

This session is for students only and will be an opportunity for students to meet the Pioneers who were instrumental in developing the profession and establishing a strong foundation for the American Therapeutic Recreation Association. This will be an informal opportunity to meet the Pioneers and get your questions about the birth of the organization answered. Come prepared with questions and meet and mingle with our Pioneers!

Learning Objectives: Identify one keystone event in the history of ATRA; Identify two pioneers’ contributions to ATRA; Identify three professionally-relevant questions to ask of at least three pioneers; Interact with ATRA pioneers, and ask profession- specific questions.

Using the Beamz Interactive Music System in Recreation Therapy Practice: Presenting

Treatment Protocols for Diverse Settings and Populations

0.15 CEUs pending | CEU Session # 40 Rhonda Nelson, Ph.D., CTRS and Al Ingallinera, MBA

Advances in technology and an increased emphasis on universal design are creating exciting new resources for recreation therapy (RT) practice. This session introduces participants to the Beamz Interactive Music System, and describes how technology-based music making in RT practice can engage individuals of diverse ages and health conditions in a variety of music making activities. Focusing on common treatment goals, specific RT protocols will be presented along with guidelines for measuring outcomes and documenting client progress. Opportunities for RT professionals to collect data and add to the existing RT practice evidence will also be discussed. Learning Objectives: Discuss features of the Beamz Interactive Music System that enable participation in music making activities for people across the lifespan with diverse health conditions and/or disabilities; Identify goals that can be addressed by recreation therapists in treatment sessions by using the Beamz Interactive Music System; Describe specific treatment protocols and measurement tools that can be utilized to facilitate treatment and document client progress.

17

Resilient Programs: Innovative Ways to Increase Capacity with Shrinking Resources

0.15 CEUs pending | CEU Session # 41 Lisa Mische-Lawson, Ph.D., CTRS

This session describes the development and growth of a swim program for children with autism spectrum disorders in an environment of shrinking resources. Access to TR programming promotes advocacy of the profession. In this session, you will have the opportunity to learn and share innovative ways of growing TR services. Learning Objectives: Identify funding sources available for programs for individuals with disabilities; Identify non-monetary resources for sustaining programming during budget decline; Evaluate the role of program evaluation for funding and sustainability.

Overview of NCTRC Recertification and Specialty Certification Programs

0.15 CEUs pending | CEU Session # 42 Noelle Molloy, CTRS and Robin McNeal, CTRS

This session provides an in depth coverage of recertification standards and requirements. Continuing education and professional experience will be described in detail. This session will also introduce the NCTRC Specialty Certification Program that was developed to formally recognize CTRSs who have acquired advanced knowledge and experience in specific practice settings. Learning Objectives: Describe the NCTRC CTRS recertification standards including the two components, interpretive guidelines and necessary hours required for recertification; Describe the purpose of the Specialty Certification Program, including the entry qualifications and application process; Describe the recertification requirements of the Specialty Certification program as related to the existing NCTRC Recertification Program.

The ABC’s of Internship Supervision 0.15 CEUs pending | CEU Session # 43

Deborah Hutchins, Ed.D, CTRS

This session will provide an overview of the actions steps for, benefits to, and competencies required of effective internship supervision. The benefits of the developing and implementing a internship program will be addressed. The competencies required

for effective supervision of interns will be reviewed and evaluated. In addition, the action steps needed to develop both the site and the supervisor will be presented and individual action plans developed. Learning Objectives: Articulate at least four benefits of developing and implementing a internship program; Identify the Competency requirements for effective internship supervision; Describe a method of Assessing internship supervisor competencies; Document the Action steps required to develop the site and supervisor for effective internship provision.

History and Outcomes of Therapeutic Recreation in Public Schools by Gene Hayes, Ph. D, CTRS

0.15 CEUs pending | CEU Session # 44 Heather Shultz, Angela Wozencroft, Ph.D., CTRS, and Mindy

Brown, CTRS

This session will provide the history of TR in public schools. Additionally, the research and outcomes of a service learning project conducted in public schools by University of Tennessee students and faculty will be discussed. Learning Objectives: Identify the history and development of TR in public schools; Understand how to implement, document, and evaluate school based TR programs; Understand how to focus on development and evaluation of clients outcomes.

Mon 1:30pm-3:00pmWriting Measurable Functional Outcome Goals Part I


Laurie (Reddick) Pickard, MA, LRT/CTRS, CCLS and Marcia Smith, MA, CTRS, HFS

These sessions will help participants identify functional outcomes associated with specific client needs. Participants will have hands-on practice for writing measurable functional outcome goals for their client population(s). Participants will be introduced to a model bridging this to colleagues in a department. Learning Objectives: Describe the rationale for writing functional outcome goals; Identify three of the key components necessary to include when writing functional outcomes goals; Identify two functional outcomes for the two needs assessed in their client population; Identify at least one practical application for taking it back to a department setting with colleagues.

18

Research Institute: Part 3 (0.15 CEUs) │ CEU Session #46 (Must attend all parts included in CEU Session #46 to receive CEU credit.)

3:30pm-4:00pm The Patterns Of Participation In Sport And Leisure Activities And The Relocation Adjustment For The Newly Residents In Taiwan’s Long Term Care Institutions Li-jung Lin, Ph.D., CTRS, HTR and Wen, Yu-hsuan, B.M./ Graduate Student

4:00pm-4:30pm Plant life as a Metaphor: an Exploring Effect of a Horticultural Life Review Program for Elders in a Day Care Center Li-jung Lin, Ph.D., CTRS, HTR/ Associate

professor

4:30pm-5:00pm The Effects Of Leisure On Stress And Health Of Family Caregivers: Implications For Recreation Therapists Leandra Anne Bedini, Ph.D., LRT/CTRS And Nancy J. Gladwell, Ph.D., CPRP

6:00pm-10:00pm 30th Anniversary Gala Dress is business professional, suits or sports coats and ties; dresses, skirts, and pantsuits are appropriate. No jeans, t-shirts, or polo shirts, please.

…… Monday, September 15, 2014… … 6:00am - 7:00am Morning Exercise: BOGA

This class will be a mixture of bootcamp like exercises with a combination of yoga stretches. The first

half of the class will challenge you with various body weight and cardiovascular exercises with the last

half of the class helping to stretch out the muscles just worked out. No matter your fitness level, come

join the fun and start your day off the healthy way!


6:45am - 8:00am Coffee with Exhibitors │ Grand Hall A/B

8:00am-8:45am ATRA/CARTE Boards Meeting │ Native American Room

8:45am - 9:30am ATRA/CARTE/NCTRC Boards Meeting │ Native American Room

8:00am - 9:30am Concurrent Educational Sessions

NCTRC Certification: All You Need to Know (Students Only – No CEUs)

0.0 CEUs pending | CEU Session # 47 Noelle Molloy, CTRS and Robin McNeal, CTRS

This session provides an in depth coverage of the NCTRC Certification Standards. It will include the requirements for application, application process, exam information, and requirements to maintain your certification.

Learning Objectives: Describe the NCTRC Certification Standards; Describe the application process for Professional Eligibility; Demonstrate awareness of the NCTRC Exam.

19

Enhancing Our Image: Conversations About the Ethical Practice of Therapeutic Recreation

0.15 CEUs pending | CEU Session # 48 Wayne M. Pollock, Ph.D., CTRS

Let’s talk about the basis of our professional practice; that of ensuring we practice in an ethical manner and abide by our professional code of ethics. This interactive session will be an honest open conversation regarding the need for ethical practice in the delivery of RT/TR services; the relationship of ethical practice to professional stature in the workplace; and a review of the Code of Ethics. Through small group and open discussions participants will explore the relationship between professional image, ethical practice, and professional stature. Identify positive and negative behaviors linked to ethical practice and ascertain methods for ensuring TR/RT is delivered in the most ethical manner by CTRSs. Come join the conversation! Learning Objectives: Identify a minimum of three ethical principles and their application in the workplace; Identify three behaviors related to the ethical delivery of recreational therapy services; State three conclusions related to the current stature of ethical practice in recreational therapy.

Successful Therapeutic Recreation Goal Setting & Interventions – Building Hope, Resilience and

Dignity throughout Treatment Journeys in an Australian Tertiary Hospital

0.15 CEUs pending | CEU Session # 49 Kate Martin, Leisure Therapist (BBus – Sport and Leisure Management) and Lyndal Gray, Senior Leisure Therapist

(BLeisure Management)

This session will identify the importance of setting meaningful TR goals with patients who are experiencing lengthy hospital admissions for a chronic disease/illness or for physical rehabilitation. We will explore how a therapist can incorporate theories of hope and dignity therapy whilst eliciting the emotional cues of the patient to facilitate effective communication, influencing the progression through TR interventions. The leisure lifestyle redevelopment of patients at various stages throughout their treatment journey/rehabilitation will also be investigated using case scenarios. Learning Objectives: Identify three techniques that can be used to facilitate meaningful goal setting utilising theories of hope, resilience and dignity therapy; Utilize communication tools throughout TR interventions which enhance patient outcomes; Understand the challenges faced by TR professionals in an Australian tertiary hospital.

RT Careers in Higher Education: The Time is Now!

0.15 CEUs pending | CEU Session # 50 Syd Sklar, Ph.D., CTRS and Cari E. Autry, Ph.D., CTRS

What’s your next move? How about a rewarding career as a professor? Recent research in TR/RT education indicates tremendous current and projected need for doctoral trained faculty. Going back to school for your doctorate is not an easy decision. This session will provide you with the information you need to make an informed decision. We will discuss TR/RT faculty workforce trends, current opportunities for doctoral study, financial concerns and funding options, the life of a doctoral student, and the various characteristics of careers in higher education. Get your questions about academic life answered. The profession needs you! Learning Objectives: Discuss current trends in TR/RT faculty employment, including current and projected needs; Discuss opportunities for doctoral training and funding, and explain the characteristics of graduate student life; Discuss the various characteristics of careers in higher education.

Community Partnerships in Adult Day Programming

0.15 CEUs pending | CEU Session # 51 Claire Hickey, CTRS and Kyle McIntosh, CTRS

This session will explore the importance of community partnerships for day programs and residential agencies. Learning Objectives: Identify how to begin community partnerships; Explain the importance of developing a community partnership; Identify five potential community partnerships that are not already established; Discuss the benefits of community partnerships for integration.

Spiritual Well-Being: Literature, Assessment Tools, And Practices

0.15 CEUs pending | CEU Session # 52 Kim Hoang Pham, MS, CTRS and Susan Ross, Ph.D., CTRS,

RTC

With the growing interest and demand for more clinical interventions addressing spiritual health, many recreation therapists are not trained to have the understanding the concept of spiritual well-being or the confidence to implement spiritual-focused interventions. Learning Objectives: Recognize the definition of four important terms related to spirituality and spiritual wellbeing; Identify four aspects of spiritual wellness that can be operationalized into RT practice; Describe three RT spiritual interventions, which could be added to RT practice in order to address the clients’ unmet spiritual needs.

20

Simply Smile—I Collect Them—For Life—The Healthful Implications for the Elderly And

Psychiatrically Impaired 0.15 CEUs pending | CEU Session # 53

Kathryn C. Jones, Ph.D, CTRS

As individuals are impacted with life concerns such as disabilities or aging, there is a trend to lose or shelf the ability to smile. In 1872 Charles Darwin first posed the idea that emotional responses influence our feelings. “The free expression by outward signs of an emotion intensifies it,” he wrote. This session will engage participants in a critical but simply overlooked, evidence based modality of smiling. As a result of attending this session Identify philosophy and theories supporting the psychological, physiological impact of smiling, list three or more benefits of utilizing modalities with long lasting impact and demonstrate their understanding by engaging in activities to reinforce information. (Population focused on senior adults and psychologically impaired.) Learning Objectives: Identify key theories that support healthful implications of smiles; List six benefits and psychological outcomes of smiling and laughter; Distinguish different smile types; Engage in fifteen minutes demonstration that promotes a brighter affect; Recommend different modalities to implement laughter/humor session; Identify best practices for smiles.

Developing Geriatric Recreational Therapy Competencies

0.15 CEUs pending | CEU Session # 54 Nancy E. Richeson, Ph.D., CTRS

This session will provide the CTRS with the work done by the Geriatric Treatment Network in understanding how to advance the recommendations from the Institute of Medicine Report, Retooling for an Aging America: Building the Health Care Workforce. Currently other health and human service professions have endorsed minimal competencies needed to care for the nation’s rapidly growing older population. Geriatric Recreational Therapy is lagging behind. Come learn what these basic competencies are and how to advance your knowledge, skills, and abilities in geriatrics/gerontology to meet the demanding needs of this clinically complex population. Learning Objectives: List the recommendations from the 2008 Institute of Medicine Report, Retooling for an Aging America: Building the Health Care Workforce; List the multidisciplinary competencies established by Association for Gerontology in Higher Education and the Partnership for Healthy Aging developed by the American Geriatrics Society; Complete a geriatric/gerontology competency check sheet to determine your level of competency; List the needed resources to advance your own knowledge, skills, and abilities.

9:30am-10:00am Break in Vendor Area│ Great Hall A/B

9:30am - 10:15am ATRA/NCTRC Board Meeting │ Native American Room

10:15am – 11:00am ATRA Past President’s Council │ Native American Room

10:00am -11:30am Concurrent Educational Sessions

Why Fun is Good for You: Positive Emotion as a

Recreational Therapy Outcome 0.15 CEUs pending | CEU Session # 55

Bryan McCormick, Ph.D., CTRS and Jared Allsop, M.S., CTRS

Recreational therapy is often pleasurable in experience, yet pleasure is rarely considered as an outcome. This session presents positive emotion in function and strategies for measuring it as an outcome. Learning Objectives: Statethe value of negative emotion in human function; Statethe value of positive emotion in human function; Building as functions of positive emotion; Identify at least one method for measuring positive emotion.

A Strengths Approach To Planning In Therapeutic Recreation Practice 0.15 CEUs pending | CEU Session # 56

Lynn Anderson, Ph.D., CTRS, CPRP, Linda Heyne, Ph.D., CTRS, and Sharon Nichols, CTRS/L

A sea change is occurring in health and human services, from a medical model to a strengths approach. This session will provide a brief overview of the strengths approach, including the Flourishing through Leisure Model: An Ecological Extension of the Leisure and Well-Being Model as a way to frame practice. You will learn principles and practices for strengths-based planning in therapeutic recreation, be introduced to several strengths-based planning models, and learn how one healthcare organization is successfully implementing strengths-based planning. Learning Objectives: Identify the principles behind a strengths-based approach in therapeutic recreation, including person-centered planning and the connection between strengths-based assessment and planning; Learn a variety of strengths-based planning processes available for use in practice; Apply the strengths-based approach to the therapeutic recreation process through a case study with a health care organization.

21

Using the Phases of Transformation to Accelerate the Client’s Organic Process

0.15 CEUs pending | CEU Session # 57 Susan Ross, Ph.D., CTRS, RTC

Your life circumstances, ranging from the type of feelings you have been experiencing, to the quality of relationships you have been engaging, to your desire to either crawl into bed or run off to the races, to the degree to which you enjoy your job are all connected and can be made more acceptable by understanding your location in the process of transformation. Transformation is not something that happens in a lighting bolt of an instant, rather it is a subtle progression that unfolds over the course of months and usually years. Learn the phases of transformation identified through this presenter’s doctoral research and apply the information to better assess and treat your clients’ needs. Learn the inherent limitations and potential that lies within each phase in order to help clients to make choices and take action that utilize this natural process rather than to unknowingly struggle against it. This lens can help clients make sense of physical, mental, emotional, social, and spiritual conditions and gain language to explain their challenges to others. Learning Objectives: Distinguish the difference between change and transformation; Recognize thirteen phases of transformation; List three ways this theory can contribute to client assessment and/or treatment.

TedxCTRS: A Recreational Therapist’s Use of TED Talks with Adolescents in Acute Inpatient

Child and Adolescent Psychiatry 0.15 CEUs pending | CEU Session # 58

Abby Pestak, MS, CTRS

This session will provide an overview of the history and purpose of TED Talks. The use of TED Talks within the adolescent population in psychiatry will be primarily discussed as well as indications for additional populations and settings. Regarding the adolescent population, review of the use of TED Talks on the topics of suicide, bullying, and stigma in order to facilitate meaningful discussion among patients and therapist. Regarding additional populations and settings, a brief review of the use of TED Talks on topics such as physical disability, physical activity, and overall nutrition and health will occur. Opportunities for review of TED Talks will be provided. Due to the brief nature of TED talks, this experiential component will be within guidelines for receiving CEUs. Learning Objectives: Identify and explain the history and purpose of TED Talks.; Describe the use of TED talks as a therapeutic intervention as it is currently used on the Acute Inpatient Child & Adolescent Psychiatry Unit at Rainbow Babies & Childrens Hospital; Develop adaptations to suit multiple populations and settings.

Therapeutic Humor: Antidote For Stress 0.15 CEUs pending | CEU Session # 59

Susan Mathieu, Ph.D., RTC/CTRS

Laughter can remove some of the negative effects of stress. Dr. Mathieu will offer helpful and humorous suggestions on how to identify stressors and master life changes that lead to a happier life.

In addition humor increases one’s outlook on life resulting in rationale behavior. Her talk will explore how healing occurs for you and contributes to a trusting relationship with your clients. Learning Objectives: Identify three reasons why therapeutic humor reduces stress; Identify two people, places, or things that make them laugh; Demonstrate five ways to decrease conflict; Explain four positive and practical coping strategies; Summarize three ways to reduce and manage rudeness.

Building Programs Through the Application of Theories

0.15 CEUs pending | CEU Session # 60 Whitney N. Lingafelter, BS, CTRS

With therapeutic recreation being such a diversified field, the importance of being innovative while creating a brand new program can be overwhelming. Learn to make the most of the resources around you while maximizing on the theories that built therapeutic recreation to create the best program for your agency and populations served. Learning Objectives: List a minimum of three ways to implement; List at least two benefits of using theories as a foundation for therapeutic recreation Programs; Explain the TR theory most closely related to his/her TR program.

Military Cultural Competency in the Civilian Population Part I


Karlee Davis, CTRS and Kirstin Webster, CTRS

With less than one percent of the US population serving in the military at any given time in the last decade (defense.gov), it is speculative to assume that the remaining population of civilians should naturally possess the military cultural competency necessary to relate to, connect with, and adequately serve current or past members of the armed forces. This session will introduce key considerations of obtaining military cultural competency including: awareness of the challenges that face Our Military Family, our role as civilians in addressing these challenges, and how to present ourselves as allies throughout the healing process of Our Military Family. Learning Objectives: Identify three common challenges facing Our Military Family; Identify three ways our civilian society can become more culturally competent when addressing the needs of Our Military Family; Identify three ways to support the healing process of Our Military Family.

22

ATRA Standard of Practice – Making The Standards Work for You! Part I


Jim Barrett, MS, LRT/CTRS, Marcia Smith, MA, CTRS, HFS, and Carolee Rodrigo, CTRS, RTC

This presentation will review recent changes to the Standards and give participants the confidence to implement the ATRA-SOP to establish policies and procedures and improve their documentation to meet JC, CARF, CMS and other accrediting agency guidelines. It is

recommended that participants bring the following to make the session more meaningful: * copies of their agency’s documentation & a portion of their policies & procedures manual * their copy of the new 2013 ATRA SOP/SAG Manual. Learning Objectives: Identify and verbalize three of the rationales for changes to Standard one and six; Verbalize how to implement the knowledge and skills needed to use the ATRA Standards of Practice; Verbalize three ways they will implement the SOP to improve services; Demonstrate an understanding of the relationship between ATRA SOP and other accreditation standards, such as JC and CARF by listing at least two ways implementing the Standards prepare them to meet accreditation requirements.

11:30am-1:15pm ATRA Membership Meeting/Working Lunch

0.1 CEUs pending | CEU Session # 63 ATRA Board of Directors

As we move into 2014 and celebrate ATRA’s 30-year history, it’s the perfect time to focus on the newly-developed Strategic Plan and the year(s) ahead. Learn about the important initiatives for the coming year and how you can get involved. ATRA needs YOU to step forward today so our future remains bright! If not now, then when? If not you, then who? Learning Objectives: List a minimum of three avenues for advencing the profession; List a minimum of three issues facing the profession; Identify at least one area of RT/TR to become involved in. . 1:30pm-3:00pm Concurrent Educational Sessions

Writing Measurable Functional Outcome Goals Part II


Laurie (Reddick) Pickard, MA, LRT/CTRS, CCLS and Marcia Smith, MA, CTRS, HFS

Military Cultural Competency in the Civilian Population Part II


Karlee Davis, CTRS and Kirstin Webster, CTRS

ATRA Membership Meeting/Working Lunch

0.1 CEUs pending | CEU Session # 63 ATRA Board of Directors

As we move into 2014 and celebrate ATRA’s 30-year history, it’s the perfect time to focus on the newly-developed Strategic Plan and the year(s) ahead. Learn about the important initiatives for the coming year and how you can get involved. ATRA needs YOU to step forward today so our future remains bright! If not now, then when? If not you, then who? Learning Objectives: List a minimum of three avenues for advencing the profession; List a minimum of three issues facing the profession; Identify at least one area of RT/TR to become involved in.

Using Lessons on Gratitude in Therapeutic Recreation Services

0.15 CEUs pending | CEU Session # 64 Debbie Tiger, MS, CTRS

This session will focus on exploring Gratitude in research and how Gratitude interventions can be used in TR settings based on the Leisure Ability Model. Gratitude is beneficial in building and strengthening healthy relationships/social skills. Furthermore, Gratitude can be used as a way to increase positive thinking which can be beneficial in helping clients manage their emotions more effectively. We will explore Gratitude also by hands-on activities in the session and then discussion on how to use the activities in TR practice. Learning Objectives: Define gratitude and identify at least two research studies related to gratitude and its benefits,; Identify two interventions they can use in TR practice to benefit the clients they serve; Discuss at least three ways they can use gratitude with the population they serve in TR practice by exploring the research and benefits of gratitude.

Marketing Recreation Therapy in the 21st Century

0.15 CEUs pending | CEU Session # 65 Leandra Bedini, Ph.D., LRT/CTRS

Recent research suggests that many healthcare administrators still do not understand recreation therapy (RT) as anything more than “fun activities” that even a volunteer can provide. The purpose of

23

this session is to contribute to the advancement of the RT profession by presenting a theoretically grounded, evidence-based, and strategic model for marketing the field of recreation therapy. First, lecture and discussion will describe the presence and consequences of the healthcare community’s misperceptions about RT as a viable treatment option. Next, a detailed description of the marketing model will outline the three levels of specific marketing strategies for recreation therapists to apply in their workplace to increase visibility, understanding, and occupational prestige of their practice and field of RT. Last, using a Marketing RT Checklist as a guide, participants will be facilitated in small groups to individualize the model’s strategies to address their own specific RT marketing needs. Learning Objectives: Identify the three levels of marketing proposed in the model; Identify at least two specific marketing strategies within each level; Identify at least three specific areas within their own agencies that could benefit from one of the marketing strategies discussed.

2014 NCTRC Job Analysis Study 0.15 CEUs pending | CEU Session # 66

Noelle Molloy, CTRS and Bob Riley, CTRS

This session will focus on the recently conducted NCTRC Job Analysis (JA) Study. The JA Study results are utilized in the design of the NCTRC Certification Exam as well as it informs CTRSs about areas of acceptable continuing education. The results of this comprehensive study and its implications to new applicants and recertification will be addressed. Learning Objectives: Review and analyze the Job Analysis Study methodology; Interpret and incorporate the results of the JA Study findings to TR/RT practice; Apply the outcomes of the JA Study to the NCTRC recertification process.

Academic Accreditation from the Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Committee on

Accreditation of Recreational Therapy Education (CARTE): A Stakeholders’ Panel Discussion

0.15 CEUs pending | CEU Session # 67 Thomas K. Skalko, Ph.D., LRT/CTRS, Deborah Hutchins,

Ed.D, CTRS, Jennifer Hinton, Ph.D., LRT/CTRS, and Rhonda Nelson, Ph.D., CTRS

This session will highlight the benefits and outcomes of academic accreditation with the CAAHEP and CARTE. Accredited agencies will discuss their journey in self study and the outcomes of the process in pursuing program accreditation with CAAHEP-CARTE. Learning Objectives: Describe at least three benefits of academic accreditation through the Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Committee on

Accreditation of Recreational Therapy Education (CARTE); Describe the programs’ experience in the application process and self study; Discuss the application of CARTE standards and guidelines in program improvement; Describe the process for becoming a CAAHEP-CARTE accredited program.

Metahabilitation: A New Treatment Strategy in Rehabilitation

0.3 CEUspending | CEU Session # 68 Joyce Mikal-Flynn Ed.D., RN, FNP, MSN

Individuals experience trauma causing significant problems acutely and throughout their recovery process. Problems are compounded when the estimation of resources needed to successfully manage trauma are greater than resources perceived available to survivors. The current biomedical model of rehabilitation is insufficient. It ignores incorporating survivors' prior experience of trauma and their strengths in planning for recovery. Metahabilitation©, recognizes one’s resilience and capacity for overcoming adversity associated with crisis and trauma, promoting each person’s biological, psychological and spiritual ability to survive and more importantly, to be transformed. These events become opportunities to creatively restructure oneself, find meaning in life, reduce suffering and transform personal tragedy into triumph. Learning Objectives: Assist TR/RTs in increasing their knowledge and understanding of the unique and troubling issues associated with survival of major trauma and catastrophic events; Normalize recovery process, including grief and loss, for survivors and those caring for survivors; Assist TR/RTs in their awareness and familiarity with a contemporary model of rehabilitation; Metahabilitation, including stages, characteristics and facilitating conditions; Understand and propose specific clinical application of metahabilitation aiding clients in a more complete recovery.

Steps to State Licensure - The Oklahoma Experience

0.15 CEUs pending | CEU Session # 69 David Welch, BS/CTRS/L and Jerry Jordan, Ph.D., CTRS

In June 2009 the Governor of Oklahoma signed into law the Oklahoma Therapeutic Recreation Practice Act. This session will focus on the planning and events that occurred in the two years preceeding and four years after Oklahoma received TR Licensure and the lessons learned through the process that might help others States considering State Licensure. Learning Objectives: List three primary considerations that a state should consider prior to undertaking TR Licensure; Discuss at least three significant events and process that Oklahoma experienced seeking state licensure; List the steps necessary for implementation of state licensure.

3:00pm-3:30pm Licensure Reception

3:00pm-3:30pm Break in Vendor Area│ Great Hall A/B

24

3:30pm-4:30pm NCTRC Membership Meeting

4:30pm-6:00pm Poster Presenters Set-Up

4:30pm-6:00pm Poster Gallery/Social

The following titles will be available: Research Institute Posters Research posters are based on completed research projects or research projects that are in the middle

to latter stages of being completed.

"Wittgenstein on RT/TR" James B. Wise, CTRS, Professor Practice Posters Practice posters depict intervention programs that produce consumer outcomes. These are examples of Evidence-Based Practice.

“Community Awareness & Reintegration Program (CARP)” Whitney N. Lingafelter, CTRS

“Guided Imagery: An Intervention for Client’s with Chronic Pain” Vicki I. Di Giovanni and Jennifer

A. Piatt, Ph.D., CTRS

“Recreation Therapy Outcomes with Pediatric Pain Rehabilitation Patients” Susan M. Ryan,

CTRS, Rachel Fuhrmeister, CTRS, and Karen Weiss, Ph.D., LP

“Sensory Stimuli Therapy Sessions (SST) for Pediatric Patients in a Persistent/Permanent

Vegetative State (PVS)” Susan Ross, Ph.D., CTRS, RTC, Michaela Neally, and Jennifer Quang

“Somatic Movement Education for Burden Release in Dementia Caregiver” Wen, Yu-Hsuan

(Wendy Wen) and Lin, Li-Jung, Ph.D., CTRS, HTR

“The Effects of a Community-Based Basketball Program on Advertised Program Outcomes

Among Children with Developmental Disabilities” Susan Ross, Ph.D., CTRS, RTC, Megan

Reggiardo, and Natalie FEd.D.ema

“The Effects of Yoga Participation on Symptoms Associated with Menopause” Brandi M. Crowe,

Ph.D., LRT/CTRS and Marieke Van Puymbroeck, Ph.D., CTRS

“The Effects of Two Evidenced-Based Fall Prevention Programs’ Ability to Affect Leisure Interest:

A Community Based Program Comparison” Susan Ross, Ph.D., CTRS, RTC, Ann Nguyen, and Tien

Do

“The Junior Paralympics Program: Sport and Nutrition for Students with Visual and Physical

Disabilities” Cari E. Autry, Ph.D., CTRS, Tania Santiago, MS, CTRS, Diane King, CTRS, Thera

Johnson, CTRS, and Lucy Binhack, MPA, CTRS

“TRAILS Therapeutic Recreation: Accessing Independent Leisure and Social Skills” Elizabeth

Kemeny, Ph.D., CTRS, Deborah Hutchins, Ed.D., CTRS, Courtney Gramlich, CTRS, Hollie Compton,

and Rachel Kerr

“Using Student Portfolios for Learning Outcomes Assessment” Sydney Sklar, Ph.D., CTRS and

Marcia Carter, ReD, CTRS

“Veterans with PTSD and Moral Injury: Opportunities for Therapeutic Recreation” Susan Burton,

MA, CTRS and M. Jean Keller , Ph.D., CTRS

6:30pm-7:30pm NART Membership Meeting

25

6:30pm-9:00pm Student Social

7:00pm-9:00pm RTF Fundraiser│ Off-Site

…… Tuesday, September 16, 2014… …

7:00am-7:45am Morning Exercise

7:30am - 10:00am Registration Open │ Second Floor Prefunction East

8:00am to 9:30am Installation and Awards Breakfast 9:45am - 11:15am Concurrent Educational Sessions

ATRA Standard Of Practice – Making The Standards Work For You! Part II

0.3 CEUs pending | CEU Session #62 (You must attend both parts to earn CEU credit.)

Jim Barrett, MS, LRT/CTRS, Marcia Smith, MA, CTRS, HFS, and Carolee Rodrigo, CTRS, RTC

NCTRC Field Placement Guidelines: Ensuring a

Quality Internship 0.15 CEUs pending | CEU Session # 70

Noelle Molloy, CTRS and Robin McNeal, CTRS

The field placement experience is an integral part of preparing the future professional for practice as a successful Certified Therapeutic Recreation Specialist. The internship supervisor is the link between education and practice for the new professional. In order to best prepare the student, it is necessary that all individuals involved in the field placement experience be aware of the current standards for the field placement experience. This session provides an in depth coverage of the NCTRC Field Placement Standards. The information is geared to field placement supervisors and will discuss how to successfully develop an internship experience. It will include the requirements necessary to complete an internship experience and requirements to maintain certification. Learning Objectives: Describe the NCTRC’s Field Placement Standards; Apply the areas of the NCTRC National Job Analysis Study to the development of internships; Describe how the field placement experience is reviewed when applying for NCTRC certification..

Autism: Characteristics, Diagnosis, Treatment, and Advocacy

0.15 CEUs pending | CEU Session # 71 Susan M. Wilson, Ph.D., CTRS and Jennifer L. Hinton, Ph.D.,

LRT/CTRS

The autism spectrum is often misunderstood as it is broad. Persons who have autism spectrum disorders often have widely varying strengths, difficulties, behaviors, and needs. This session will

provide basic information not only about the diagnosis and characteristics of individuals on the autism spectrum (including the new DSM V guidelines), but also discuss the latest evidence based practice and advocacy for people on the spectrum. Learning Objectives: State at least three diagnostic characteristics of an individual on the autism spectrum; Describe at least three environmental needs/ concerns for an individual on the autism spectrum; Describe three intervention options that are considered best practice for individuals on the autism spectrum; Describe at least three advocacy considerations for RTs working with individuals with autism in school or community settings..

Defining Ourselves as a Profession 0.15 CEUs pending | CEU Session # 72

Teresa M. Beck, Ph.D., CTRS

One initiative of ATRA’s 2013-2018 Strategic Plan included a task force to review current and past definitions of therapeutic recreation, seek feedback from ATRA’s stakeholders regarding ATRA’s past and current definitions of Therapeutic Recreation, and propose a new definition of therapeutic recreation, if necessary, based on the solicited feedback. This session presents the work completed by the task force and the recommendation of a definition of therapeutic recreation for the association. Learning Objectives: Explain the process used to develop the recommendation of a definition of TR to the ATRA Board,; Identify three resources used for information gathering for the TR definition recommendation; Identify two themes which emerged from members’ feedback regarding a definition of therapeutic recreation for ATRA.

RT’s Presence in the New Health Care Market: Justifying the Existence of the Profession from a

Management Perspective 0.15 CEUs pending | CEU Session # 73

Missy Armstrong, MS, CTRS/R FDRT

Session will include discussion of the relevance of RT in the inpatient setting, productivity measures to ensure the relevance of RT, understanding of the cost structure of the RT position within the facility and maximizing direct patient care as part of a interdisciplinary team.

26

Learning Objectives: Understand trends of inpatient health care and relevance to the RT profession; Review productivity standards within the nation, and attach that standard to cost; Review potential efficiencies of the RT position and it’s support to the interdisciplinary team.

How to Start Recreational Therapy Services in a Skilled Nursing Facility Part I

0.15 CEUs pending | CEU Session # 74 (You must attend both parts to earn CEU credit.)

Laura E. Kelly, MS, CTRS

Skilled Nursing Facilities including long term care and short-term rehabilitation units have been identified as one of the largest practice settings for recreational therapists. A common misuse of recreational therapists in these settings is placing them in activity director positions. Consequently, this professional trend has significant impacts on the future advancement of the RT profession. The purpose of these sessions is to convert traditional activity programs into physician referred recreational therapy services in SNF’s. The first session highlights related literature, research, and current professional issues that challenge the advancement of the RT profession. In addition, financial selling points are revealed as well as step-by-step details on establishing a RT program such as Standards of Practice, Evidence-Based Programming, Protocols, etc. Based on the challenges presented in session one, session two provides practical applications to overcome such challenges: client selection, program development, marketing strategies, and an individualized action plan. Learning Objectives: Describe in depth the difference between activity and recreational therapy services; Identify at least two financial incentives and marketing strategies to discuss with administration concerning recreational therapy programs; Formulate a professional business/ action plan specific to your SNF.

Committee on Accreditation of Recreational Therapy Education Programs: Understanding Accreditation and Site Visitor Training Part I


Thomas K. Skalko, Ph.D., LRT/CTRS and Bryan P. McCormick, Ph.D., CTRS

This 2 part seminar is designed to orient recreational therapy practitioners and educators about accreditation under the Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Committee on Accreditation of Recreational Therapy Education (CARTE). In addition, participants will acquire knowledge of the standards and guidelines for recreational therapy accreditation, and procedures for seeking accreditation. Interested participants will gain knowledge needed to apply to be an accreditation visitor for the CARTE. Learning Objectives: Describe the rationale for accreditation and at least three benefits of academic accreditation; Describe the basic procedures for applying for accreditation and how to acquire materials for the application process; Differentiate between a standard and a guideline and to identify key elements to determine compliance with CARTE Standards and Guidelines; Identify the elements of the CARTE Procedures Manual and the use of the manual; Describe the process for becoming a CARTE accreditation visitor.

Research, Evaluation, Standardization, Training, and Continuum of Care for Non-Profit TR

Programs Serving our Military Family Part I 0.3 CEUspending | CEU Session # 76 (You must attend

both parts to earn CEU credit.) Bert Gillette CTRS

In 2012 several of the top TR and community recreation programs from across the nation came together creating the R4 Alliance. This session will outline the objectives and strategies that have been developed to overcome barriers to quality service provision. R4 Alliance is focused and committed to the highest quality therapeutic and community recreation services that are essential to the holistic rejuvenation, rehabilitation, and reintegration of Our Military Family through collaborative efforts in research, education, economic viability, advocacy, and standardization across our service community. *This session is a continuation of the 2013 session “Professionalism, Ethics, Efficacy: Therapeutic Recreation Services for Veterans and their Supporters” However, attendance at last year’s session is not required.* Learning Objectives: Identify and explain five needs in providing quality TR and community recreation services to Our Military Family:; Describe viable and innovative solutions to meet these needs; Identify three common barriers they have encountered in their practice and seek peer advices in overcoming these barriers in an open forum discussion.

27

Research Institute: Part IV (.15 CEUs) │ CEU Session #73 (Must attend all parts included in CEU Session #73 to receive CEU credit.)

9:45am-10:15m Leisure: A Human Right James B. Wise, CTRS, Professor

10:15am-10:45am Effectiveness Of Extended School Year Recreational Therapy Program For Youth With Autism Elizabeth Kemeny_Ph.D., CTRS and Rebecca Searight

10:45am-11:15am TBD

11:15am - 11:30am Break in Vendor Area│ Great Hall A/B

11:30am – 1:00pm Concurrent Educational Sessions

Clinical Instructor Training for the Supervision of Recreational Therapy Internships Part II


Peg Connolly, Ph.D., LRT/CTRS and Jennifer Hinton, Ph.D., LRT/CTRS

How to Start Recreational Therapy Services in a Skilled Nursing Facility Part II

0.15 CEUs pending | CEU Session # 74 (You must attend both parts to earn CEU credit.)

Laura E. Kelly, MS, CTRS

Committee on Accreditation of Recreational Therapy Education Programs: Understanding Accreditation and Site Visitor Training Part II 0.3 CEUspending | CEU Session # 75 (You must attend

both parts to earn CEU credit.) Thomas K. Skalko, Ph.D., LRT/CTRS and Bryan P.

McCormick, Ph.D., CTRS

Growing Recreational Therapy to Greatness or ATRA – What Is It Good For? (And Don’t Say

Absolutely Nothing) 0.15 CEUs pending | CEU Session # 77

Dawn De Vries, DHA, MPA, CTRS and Randy Wyble, MS, CTRS

As a recreational therapist, you know that the interventions, services and programs that you provide are awesome. Client outcomes, functioning, satisfaction and quality of life are impacted by what you do. Now, how do you help the recreational therapy profession grow to greatness? How do we communicate the value to others? How do we move our profession forward, making it stronger and having a greater impact? Join the Membership Committee to share your ideas on growing professional membership and making a difference for the therapeutic recreation field.

Learning Objectives: Identify two strategies to become active members and professionals; State two qualities of professional membership that they value; Express two techniques to grow the TR field.

Solution Focused Processing: A Strengths-Based Approach to Facilitating Adolescent

Treatment Groups 0.15 CEUs pending | CEU Session # 78

Melissa D’Eloia, Ph.D., CTRS and Keith Fulthorp, Ed.D., PPS

The session will introduce therapists to various solution focused strategies and techniques that they can employ when facilitating group interventions for adolescents. This session will bridge emerging theoretical techniques with current practice. Therapists will participate in impactful group interventions that utilize duct tape instead of expensive intervention kits that can be immediately implemented upon returning to work. Learning Objectives: Identify three ways a solution focused framework can used with adolescent treatment groups; Apply four solution-focused techniques to maximize the therapeutic benefits of the intervention for adolescents; Learn two duct tape activities that can be immediately utilized upon returning to their work sites.

How to Talk with Your Administrator 0.15 CEUs pending | CEU Session # 79

Mary Ann Keogh Hoss, Ph.D., CTRS

This session will discuss strategies for presentation of the accomplishments and needs of your therapeutic recreation program. Information to have on hand regarding your service delivery and customer satisfaction will be suggested. Learning Objectives: Explore three strategies to enhance the visibility of the RT program; Define opportunities to express the benefits of the RT program for patients and patient satisfaction; Identify opportunities for RT programs.

28

Connection with People and Plant- Introduction to a Horticultural Life Review Program (HLRP)

for Elderly with Mild to Moderate Dementia 0.15 CEUs pending | CEU Session # 80

Li-jung Lin, Ph.D., CTRS, HTR and Wen, Yu-hsuan, B.M.

We would like to introduce a therapeutic horticulture life review program (HLRP) to the audience. The program is originally designed for healthy seniors, and people with mild to moderate dementia, which is a disease prevalently spread around the world. The increasing rate of dementia is probably due to the modernization of the world and the innovation of technology. Applying horticultural therapy utilizes the natural interaction between therapist, participants, and plants to alleviate the symptom of dementia. There might be some strongly positive impacts on a participant’s physical, psychology, emotional, social and spiritual aspect of functioning. This program is supported by the Erikson's stages of psychosocial development with 8 different stages in life. This program is a newly designed program, targeting specifically on dementia in an unconventional way, which has not been previously given. Learning Objectives: Define the benefits of horticultural therapy for people with dementia; Identify the meaning of Erikson's stages of psychosocial development and to illustrate the connection with the designed units; Design a horticultural activity of HLRP for people with dementia.

Parkinson’s Disease Patient Care Toolbox 0.15 CEUs pending | CEU Session # 81 Jennifer Johnson, CTRS/L, Coordinator

This session will provide you with “almost” everything you need to work with an individual with Parkinson’s Disease (PD). 1.5 million individuals are diagnosed with PD in the United States and Canada. It is believed that even more go undiagnosed. There are one million individuals with PD in the United States and that number is expected

to double by 2016. This session will give you a clearer picture of the Parkinson’s patient and the physical, emotional, and psychological struggles they encounter. You will learn about medical treatment for Parkinsons, diagnostic methods, as well as symptoms such as dyskinesias and non-motor symptoms just under the surface. In addition, you will receive the tools needed to overcome obstacles you may encounter including freezing, tremors, anxiety, depression, and a host of other disease features to help the therapist and patient avoid mutual frustration during therapy. Learning Objectives: Identify three motor and three non-motor symptoms of Parkinson’s Disease; Identify three methods to overcome obstacles in treating the Parkinson’s patient including freezing, tremors, etc; Identify three resources for Parkinson’s Disease patients to obtain information, referral, resources, or support as they battle this incurable illness.

A Field Placement Field Guide: UNH’s Method for Intern Readiness, Placement, And Success

0.15 CEUs pending | CEU Session # 82 Jennifer Frye, MS, CTRS/L

As an academic department, managing an internship program has its benefits and its challenges. The University of New Hampshire has developed a pre-internship course and an extensive mechanism for recruiting and maintaining internship sites and supervisors. Come prepared to learn about UNH’s methodology, learn about online systems for internship database management and curriculum mapping, understand how CARTE competencies can be addressed through the internship process, and bring your own successes and struggles for a larger group discussion. Learning Objectives: State three tips and tricks for getting students into successful placements; Name at least one strategy for maintaining a current, up-to-date internship database; Learn how varying universities are measuring CARTE competencies within their internship program; Identify strategies to problem-solve internship related issues at their own institutions.

1:15pm-2:45pm Keynote General Session│ Great Hall E Living Our ATRA Values: Integrity, Quality, Growth

0.1 CEUs pending | CEU Session # 83 Debbie Robinson, MS, CTRS/L, FACHE

As we live our organizational values, we strengthen and develop our practice so that future generations can benefit from our

services. Let’s talk about how to advocate and support change to increase our forward momentum! Learning Objectives: Identify three core values of ATRA; State an ideal future state for the profession; Name two opportunities for ATRA members to network about innovative practice.

2:45pm-3:00pm Water Break

29

3:00pm – 4:30pm Concurrent Educational Sessions

Research, Evaluation, Standardization, Training,

and Continuum of Care for Non-Profit TR Programs Serving our Military Family Part II


Bert Gillette CTRS

Recreational Therapy Practice Around the World:

A Global Discussion 0.15 CEUs pending | CEU Session # 84

Dan Ferguson, CTRS (United States), Kate Martin (Australia), Lyndal Gray, STCR (Australia), Yasuko Takeuchi, MA, CTRS

(Japan), and Sara Peters, CTRS (China)

The practice of therapeutic recreation is making its way around the world as practitioners in other countries develop the profession abroad. Similarly when international students at U.S. and Canadian universities major in therapeutic recreation and return home the profession grows abroad. As American therapists migrate to other countries they import the profession to other lands. In this session an international panel of recreation therapists from Australia, Japan, China and Korea will discuss the development and current practice of therapeutic recreation in their countries. Common intervention strategies, facilitation techniques, and cultural dimensions of TR practice will be highlighted. Specific program services for persons with disabilities, professional associations and educational programs will be described along with current trends and issues in each of these countries. Learning Objectives: Describe two or more intervention or treatment strategies that are not commonly used here in the United States; Describe one or more cultural differences to be considered in therapeutic recreation between people from Korea, Japan, Australia or China and the average American.

Implementing Evidence-Based Practice: Coping Skills as an Example

0.15 CEUs pending | CEU Session # 86 Jamie Bennett, TRS, CTRS

This session will help participants understand the necessity of evidence-based practice (EBP for professional survival and then demonstrate how the five steps of EBP can be used to systematize program design and document targeted client outcomes. A coping skills program will be used as an example of how to develop an evidence-based therapeutic recreation intervention. Participants will have ample opportunities to get their questions answered and will be provided with a template and resources to implement EBP in their own practice. Learning Objectives: Identify the relationship between client outcomes and evidence-based practice; Identify three reasons why EBP is important to their own practice and to the profession; Identify the five steps of EBP; Identify how to transfer this knowledge to their own programs and practice.

Connecting to the Profession: A Tour of ATRA’s New Website

0.15 CEUs pending | CEU Session # 86 Jo-Ellen Ross, Ph.D., CTRS

ATRA’s new website provides a one-stop spot for connecting to and advancing the RT/TR Profession. This session will take you on a tour of the new website and assist you in navigating the site for maximum usability. You will be introduced to the basics such as how to renew your membership and connect with board members, committees, task forces, and treatment networks; where to find the Code of Ethics, the Annual(s) in TR, and public policy information; the calendar of events; extensive links to key resources; and how to learn more about the workings of ATRA. Additionally, you will learn about the different microsites being developed, how to use the website for exchanging information and social networking, and other new exciting parts of the website that are planned for the future. Feel free to bring your smart phone or tablet and take the tour on your own device. Learning Objectives: Identify where to find five different items relevant to the advancement of RT/TR on ATRA’s website; Identify three means that the website can assist you in keeping up-to-date with the profession; Discuss how ATRA’s new website can assist in the further development and promotion of the profession.

Chapter Affiliate Council: Looking Toward the Future

0.15 CEUs pending | CEU Session # 87 Carrie Wilcher, CTRS

This session is intended for individuals interested in starting or sustaining local or regional membership chapters to ATRA. The topics will include updates on the new Chapter Affiliate Council plan and what our future together might look like. We’ll discuss what works and does not work as well as brainstorm ideas for an optimal future. Input and ideas are welcomed. Learning Objectives: Name two key features of ATRA’s new CAC plan; Name one concrete idea for CAC and chapter improvement; Name one area of interest for personal volunteer involvement.

The Role of Recreational Therapy in Health Promotion: “I Can Do It” Model

0.15 CEUs pending | CEU Session # 88 Elizabeth Kemeny, Ph.D., CTRS

Two recent public policy initiatives, the Patient Protection and Affordable Care Act of 2010’s focus on improving care quality and the Office for Civil Rights announcement on legal responsibilities of school districts to students with disabilities, suggest a need for models in recreational therapy practice which address the strategies of access, quality, and cost through effective discharge practices, efficient services, patient self-management, and prevention of readmission to hospitals. “I Can Do It” (ICDI) is an innovative model which focuses on improving health outcomes over time through an

30

individualized program. Using evidence-based processes, “I Can Do It” has the potential to address the needs of an emerging market through discharge planning in the rehabilitation medical-surgical settings that addresses interventions which build functional capacity as well as community-based interventions led by recreational therapists. This session addresses relevant assessment instruments, evidence-based interventions, and outcome evaluation in the I Can Do It model. Learning Objectives: List the functional outcomes for participants in the ICDI health promotion program; Describe the specific learning outcomes for TR students who learn how to apply the APIE process to health promotion activities; Explain the theoretical background and aspects of the Assessment, Planning, Implementation, and Evaluation which frame the model; Describe the steps to initiating an ICDI model for any population/treatment area; Describe potential funding and public policy that support for the model.

Planning Alternative Tomorrows with Hope (PATH): A Strengths-Based Planning Process in

TR/RT 0.15 CEUs pending | CEU Session # 89

Linda Heyne, Ph.D., CTRS and Lynn Anderson, Ph.D., CTRS, CPRP

PATH is a person-centered planning process that builds upon a person’s hopes, dreams, and aspirations for their future. Developed by Jack Pearpoint, John O’Brien, and Marsha Forest, this dynamic

process is designed for individuals with disabilities to tap into their strengths, creatively plan for the future, and gather the resources they need to realize their hopes and aspirations. In this session you will learn about PATH as a TR/RT planning process, complete an abbreviated version of PATH for yourself, and learn ways to apply the process in TR/RT practice. Learning Objectives: Identify five strengths-based principles underlying the PATH process; Identify the eight steps of implementing PATH; Identify three ways to apply the PATH process in TR/RT practice.

Expressive Tangles: Zentangle Inspired Art 0.15 CEUs pending | CEU Session # 90

Kelly R. Evans, CTRS/L, and Jodi Lum, CTRS/L

This session will assist the participant with the therapeutic use of “Zentangle” inspired expressive art for the use in recreational therapy programs. The session will provide specific instruction on how to use Zentangle as a recreational therapy intervention for behavioral health treatment settings. Presenters are not Certified Zentangle Teachers (CZT). Learning Objectives: Identify three populations which the use of Zentangle Inspired Art is an appropriate intervention; Identify three treatment methods (questioning and discussion documentation) recreational therapist can apply the benefits of Zentangle; Identify three common recreational therapy treatment goals when using Zentangle Inspired Expressive Art as a treatment intervention.

…… Wednesday, September 17, 2014 …

8:00am – 3:00pm ATRA Board Meeting│ Native American Room

Ground Transportation

Public and Private Vans are on-site to meet all scheduled flights and transport incoming passengers. To

arrange for pickup call each company directly:

AIRPORT EXPRESS 877-688-3311 www.airportexpressokc.com The average fare from the airport to

downtown is $20.

OKLAHOMA SHUTTLE / LIGHTNING EXPRESS 405-428-4441 http://www.oklahomashuttle.com Average

fare from airport to downtown is $16.

TAXI Visit the Transportation Plaza accessed from the baggage claim (lower) level. Rates are posted in

the cabs or passengers can obtain rate information from the cab driver. Average fare from the airport to

downtown is $24-$26.

http://www.airportexpressokc.com/

http://www.oklahomashuttle.com/

31

Getting around at conference…

32

General Conference Information…… … …

Conference Registration/Packages: A full package includes general sessions, exhibitor breaks and socials, and concurrent sessions. Daily registrations, pre-conference only attendees, and guests may purchase access to socials and meals on-site. Additional fees apply for all conference attendees for: CEUs, Pre-Conference Institutes, and other optional events as noted in the program. ATRA Store: Be sure to visit the ATRA Bookstore for publications/resources to enhance your practice. Also available are promotional items to support the profession! Cell Phones: Please turn off your cell phones or place them in a silent mode during conference events. Ringing cell phones or pagers are disruptive to presenters and other attendees. Thank you for your cooperation. Safety: Please be aware of the people, events and occurrences around you. Pay attention and know your destination, as well as the best way to reach it. Build awareness of unknown surroundings. Go out with someone else particularly at night. Establish a “buddy system” with another attendee, share schedules and check on each other. Also, please remember to remove your name badge when leaving the conference area. Name Badges: For security purposes, please have your name badge on throughout the day, when attending conference events. Hotel staff and ATRA volunteers will be checking for name badges to ensure that those in the hotel are guests and should be here. You may not be admitted to conference activities or sessions without a name badge. Recommended Dress: Casual business attire is the preferred dress for ATRA conferences. Please bring a sweater or jacket. Venues tend to over-cool rooms rather than under-cool them. Temperature then varies based on attendance. Children: ATRA welcomes children at the conference; however, conference educational sessions are designed for a professional audience. Please plan accordingly and do not bring children or infants to sessions. *NEW*Photographs: Photographs will be taken throughout the conference and may be posted on the ATRA Facebook page and other media and social networks. Please email us at [email protected] to let us know if you would like to refrain from having your picture taken.

mailto:[email protected]

33

Continuing Education Units/CEUs:

A CEU sheet can be purchased at the registration desk, if you did not purchase one along with your registration. CEUs can be earned for each numbered session in the program. Actual amount of credit awarded will be based on complete educational sessions attended. Credit is not given for partial attendance. To calculate CEU credit, please be aware that each full hour (60 minutes) of instruction equals .1 CEU. Therefore, 6 hours of instruction is equal to .6 CEUs. Please keep track of your CEU card!! Fill out the participant information as soon as you receive your card. DO NOT put your social security number on the card. Attendance: You must attend the entire session to earn CEUs. At the beginning of each session, sign in on the sheet at the back of the room. This is critical! You may be denied credit if your name does not appear on the sign-in sheet. If you are more than fifteen minutes late arriving, you are NOT eligible to earn credits for that session. We are not authorized to grant any exceptions. At the end of the session, a monitor will be by the door waiting to punch your CEU card. If you wait after the session to network or speak to the presenter, please get your CEU card punched first so that the monitor can move to their next session. Be sure to have your card punched prior to leaving the room. Once you leave, your card will not be punched for that session. If you leave the session early, you will not be given credit for that session. For three hour sessions, please sign in after the break next to your first signature. You must attend the entire three hour session to receive CEU credit. Only attending half of a three hour session does not meet the session objectives or ensure receiving complete/accurate information. You will not receive half credit. ATRA verifies attendance on sign in sheets and cross checks these with CEU cards. If you do not sign in or are late to a session yet receive a punch, you may not receive CEUs as there is no way to verify that you were at the session for its duration. If you sign in but do not get punched, you will not receive CEUs. This is done in accordance with accreditation standards. After the conference: Keep copies. You are responsible for maintaining information on this program. Make sure to keep a copy of all program materials, including session descriptions, speaker credentials and learning outcomes. Certifying bodies may request that you provide justification on how this conference meets with their standards. You will receive an official transcript in the mail within six weeks following the conference. Credit for Speakers/Presenters: Speakers and presenters do not earn CEU credit through ATRA for their presentation. Credit may be available through certifying bodies, such as NCTRC.

Total CEUs Available: Up to 2.5 (includes 1.9 CEUs from pre‐conference opportunities); additional processing fee applicable. Computation of CEUs: 1 CEU = 10 hours of learner contact with the content of the learning activity (includes classroom, self-paced instruction, pre/post assignments, and/or homework in support of a learning outcome). The formula for classroom events is computed by summing all of the minutes for all activities in a learning event, subtracting time spent on non-allowable activities, dividing by sixty minutes, and dividing again by ten hours, with the fraction for the last few minutes rounded off to the nearest tenth. If the resulting computation ends in less than .5, round down to 0. If the resulting computation ends in .5 or higher, round up to the nearest whole number.

(ANSI/IACET 1-2007, Standard for Continuing Education and Training, © IACET)

ATRA Annual Conference Oklahoma TENTATIVE … WELCOME TO OKLAHOMA CITY On behalf of the ATRA/TRAO...

Documents

Transcript of ATRA Annual Conference Oklahoma TENTATIVE … WELCOME TO OKLAHOMA CITY On behalf of the ATRA/TRAO...