Glossary of Terms

Therapeutic Recreation (TR) or Recreational Therapy (RT):

A health profession that aims to improve social, emotional, cognitive, and physical abilities by recreating quality of life experiences, improving motivation, level of engagement, and independence in life and in daily tasks.

Original Play (OP):

A modality with many therapeutic benefits, developed by  world renowned play specialist, Dr. Fred Donaldson. The Original Play specialist models gentle and energetic play in a practical and hands on method, followed by a brief inquiry. Usually 10-20 minute sessions depending on age of the child. Original Play is not only for children and it’s benefits are available for all. I sometimes utilize Original Play in my Recreation Therapy session.

Therapeutic Recreation Activity:

A therapeutic recreation activity is any activity that is motivating and enjoyable for a person while having a therapeutic goal.

 

Case Study 1

Background Information:

Girl aged 4; 5

Attending nursery

Referred because she had global developmental delays, speech delay, ADHD

Needed an intensive & holistic therapy (a bit of everything)

Parents reported excessive TV watching, lack of play opportunities, and in-attention

Parent’s prime concern was minimal use of expressive language and inability to attend

Presentation:

Excellent non-verbal communication-using gestures to make needs known

Child could not complete a 5 piece inset puzzle due to in-attention

Unable to complete tasks

Attention span less than 5 minutes

Has expressive language but not using it

Does not engage in peer or group social interaction

Intervention:

Play-based

Holistic

Began increasing motivation for verbal interaction with favourite activities & toys

Re-arranged room to encourage requesting desired toys

Used puppet and dramatic play to increase dialogue

Began increasing visual and auditory attention with games

Used art, music, and age appropriate educational activities

Provided parents with a list of social skills/play-groups

Tasks given to parents & school to generalize in different environments

Results:

Increased use of expressive language from using 1 word requests to full sentences

Child was attending to tasks for 20-30 minutes

Child was able to complete tasks

Child was attending and completing up to 34 piece puzzles

Nursery reported increased ability to communicate needs verbally

Increased confidence and interaction with other children

Child was going on weekly play-dates with peers from the social skills group

 

Case Study 2

Background Information:

Boy aged 4

Attending nursery

Only child

Referred because of aggressive behaviour

Aggressive towards peers and teacher (hitting, biting, spitting, and using violent phrases)

Parent’s prime concern was that he would be rejected from his school for the upcoming academic year if behavior continued

Presentation:

Typically developing chid

Aggressive with peers and teachers

Impulsive and emotionally volatile

Lacking emotional self-regulation

Would become particularly aggressive when sitting next to ‘Jhon’

Intervention

Play-based

Holistic, including the natural environment (classroom, class-mates, and school)

Began addressing the emotional/psychosocial areas

Showed social stories about conflict, discussing it with the child and his class

Separated him from ‘Jhon’ during group activities

Developed emotional self-regulation skills

Identifying feelings

Finding therapeutic outlets for anger

Outlets Included: Original play, painting, asking for a break, running in the garden, breathing, brain gym exercises, and counting to calm down.

2-3, 20 minute sessions of Original play weekly

Role playing with puppets: acting out aggressive scenes and modifying them and replacing them with less destructive behaviours

Results

When beginning to push peers in line, make a fist, or shout he would stop himself and try to control himself

Child started identifying early signs of anger and asking for a break to calm down

Child started using emotional self-regulation techniques

Teachers reported reduced aggression in class and on the play-ground

Child was accepted into the following academic year