2023 ATRA Annual Conference Program (Tentative)

This session is designed to orient recreational therapy practitioners and educators to accreditation under the Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Committee on Accreditation of Recreational Therapy Education (CARTE). Participants will receive a general overview of the importance of academic accreditation and the history of CAAHEP-CARTE. They will be introduced to the specific standards and guidelines that are utilized to evaluate recreational therapy programs and the procedures academic programs follow when seeking and maintaining accreditation. The second half of the session will focus on practical application of CARTE procedures for evaluating programs. Emphasis will be placed on the site visit and the role of the site visitors. Interested participants will gain knowledge and resources needed to apply to be an accreditation site visitor for CAAHEP/CARTE.

1. Describe the rationale for accreditation and at least three benefits of academic accreditation.
2. Identify 3 basic procedures required when applying for CAAHEP/CARTE accreditation and 4 key elements used to determine compliance with CARTE Standards and Guidelines.
3. Name 3 roles and responsibilities of CARTE site visitors, and 3 steps in the process of becoming a CARTE accreditation site visitor.

Participants will learn how an individuals faith and spirituality, which are often overlooked in healthcare, play an important role in the life of people experiencing major health related challenges and other disabilities. We will discuss the many benefits of spirituality on managing these stressors and how to import them into treatment planning. This session will introduce how engagement in a variety of personalized faith-based activities are necessary in developing a healthy, well rounded leisure lifestyle. Time will be set aside to brainstorm ideas for various populations and program settings as well as generating a list of resources for the RT. This session will also discuss creative ways RTs can educate faith communities on meeting the spiritual needs of clients both locally and globally.

1. Define faith, religion and spirituality and identify 3 benefits of faith based activity
2. Identify 3 faith-based organizations/denominations providing resources and meeting the needs of people with disabilities
3. Identify 3 creative ways a RT can help educate faith communities locally and/or globally in meeting the needs of the patient or client

The aim of this presentation is to provide information to enhance ability and skills in initiating a plan to implement evidence-based practice. The presenters will review how to develop a question that then informs how you design your approach. Participants will also learn how to utilize specific tools and connections, such as ATRA resources, to find collaborators. Information learned in this session can be applied directly to practice and could also assist in the process of writing a proposal for a grant. As there will be opportunities to practice the skills, participants will find it helpful if they bring a laptop computer or tablet.

This is the first of two complementary sessions on supporting evidence-based practice. Attendees do not have to attend both sessions to earn the CEUs but may find it helpful.

1. Develop a research question using the PICOT framework
2. Perform an initial literature search using an online database
3. List 3 tools that can be utilized to find collaborators for research projects & grants

This session will talk about using the Enneagram personality test to support Recreational Therapy students and internship supervisors, as well as new graduates and supervisors, in better understanding their skills, abilities, and perceptions related to self-awareness. Improving understanding and self-awareness promotes communication, teamwork, and growth.

This workshop will have lecture, small group discussion, and experiential components. Participants will take a free Enneagram personality test at the start of the session to serve as the basis for discussion and session activities.

1. Identify 1 area of strength and one area of growth related to the Enneagram
2. Describe how to better navigate a professional relationship
3. Explain how the Enneagram can support Recreational Therapy interns/new graduates and supervisors

Adaptive Biking for Residents and Staff of a Memory Care Unit: Evaluating Impact on Health and Quality of Life - Rebecca Westernskow & Rhonda Nelson

Adventure Therapy for Successful Aging (ATSA) Model: A Systematic Review on Older Adults’ Health and Outdoor-Based Interventions - Kaitlin Mueller & Allie Thomas

The Effect of Recreational Therapy Intervention Using Familiar Music to
Decrease Apathy in Adults with Neurocognitive Disorder - Shelly Bates

This session is designed to help recreational therapists explore their level of comfort in supporting the sexuality and sexual health needs of clients with intellectual and developmental disabilities (IDD). This interactive session will uncover the barriers, debunk the myths, and set the framework for establishing best practice standards and trauma-informed approaches when delivering sexuality and sexual health interventions with individuals with IDD. Participants will engage in various instructional activities using evidence-based methods to strengthen their professional competency and knowledge on how to navigate and support the development of healthy romantic and sexual relationships within practice.

1. Identify sexuality and sexual health rights, laws, and policies that are centered on an individuals with IDD ability to make the best choices for their lives
2. State 4 facts to debunk the myths and misconceptions associated with sexuality and sexual health education with individuals with IDD
3. Identify 4 intervention tools that can be used to increase sexuality and sexual health knowledge, understanding and/or skills of individuals with IDD
4. Identify 3 strategies used for support sexual wellness among individuals with IDD

Recreational therapists have consistently used the principles of motivational interviewing, behavior modification, health and wellness coaching, and goal facilitation from the inception of our profession. This 6 hour health coaching intensive will provide (and in some cases, re-introduce) RTs with the necessary competencies in order to bolster their leisure and recreation coaching with their clients. Those who wish to become Board Certified Health and Wellness coaches can begin their journey towards the 75-hour curriculum requirement in order to earn their NBC-HWC credential and practice as a dual-certified Recreational Therapist and Health and Wellness Coach.

Additional information will be discussed on certification pathways, benefits of dual-certification and how these two complementary fields can support each others advancements and, ultimately, benefit the clients we serve.

1. Identify the basics of health coaching as a process as it relates to leisure coaching and leisure counseling.
2. Explain the basic tenets of motivational interviewing as it applies to health and wellness coaching.
3. Demonstrate entry-level health coaching competencies (assessed by a rubric).

This will be an interactive lecture with time for question and answers where the speaker details his experience as a combat medic who returned from a year in Iraq (2004 to 2005). The speaker will discuss his subsequent diagnosis with PTSD and how his symptoms manifested in real life as well as the effect they had on his family. Through his experiences, the speaker was introduced to a fly-fishing program as a recreational therapy intervention. This started him on a path toward healing and eventually lead to his decision to pursue a career in recreational therapy.

1. Identify at least 2 significant elements of RT in regards to treating veterans with PTSD
2. Identify at least 2 philosophical foundations for building an RT program to offer individuals with PTSD
3. Identify at least 3 specific recreational therapy interventions to implement for individuals with PTSD

The aim of this presentation is to provide information to enhance ability and skills in grant search and development. The presenters will review primary funding sources and provide tips in locating the right funding to support your research and other grant funding needs in promoting evidence-based practice. During the session, we will also discuss the key components in developing a grant proposal, with special focus on the Recreational Therapy Foundation research grant application. Participants may find it easier to engage in activities if they bring a laptop computer or tablet.

This is the second of two complimentary sessions on supporting evidence-based practice. Attendees do not need to attend both, but may find it helpful.

1. List 3 potential funding sources for RT evidence-based practice
2. Identify 5 key components of the grant writing process
3. Describe the components of an RTF grant and application

Influence of Scuba Diving on Health-Related Outcomes Among People Living with Physical Impairments: A Mixed Methods Study - Tania Santiago Perez, Brandi Crowe, Jasmine Townsend, Patrick Rosopa, & Michael Kaufman

Virtual Swim Instructor Training for Adapted Aquatics - Lisa Mische-Lawson, Kayla Hamner, & Amanda Reggeti

Climbing Mountains: Exploring Recreation-Based Virtual Reality for Exercise in Spinal Cord Injury - Lauara Oldford

This session will explain how adults with disabilities develop natural supports and interpersonal connections as well as the role they play in health, functioning and community participation. This session will also explore how to foster relationships that involve receiving as well as providing support and how these relationships can enhance a sense of mattering.

1. Describe what constitutes a natural support
2. describe the process through which natural supports develop
3. Identify at least 2 approaches to developing natural supports

This session will address the topic of professional quality of life (ProQOL - compassion fatigue, compassion satisfaction, secondary traumatic stress, and burnout) and its implications for recreational therapy agencies. During this session, participants will have the opportunity to evaluate the dimensions of their own professional quality of life and the organizational culture at their agencies during the COVID period. Through this session, you will learn about strategies to manage your professional quality of life as well as understand the direct correlation between the culture of an organization and the ability of its employees to thrive. To buttress discussion, findings from our research about the aforementioned topics we will elaborate upon.

1. Articulate their ProQOL score and its implications to their RT practice.
2. Name at least three factors that contribute to the ability of recreational therapists to thrive in their respective organizations during the COVID period.
3. List three inclusive strategies that employees and managers of recreational therapy organizations can implement to create and sustain a healthy workplace culture.

How competent are you as a recreation therapist? How competent is recreation therapy as a profession? Come to this session to learn how you and the profession can track and improve in all areas of practice. We will discuss the results and implications of the ATRA Delphi and Competencies Study regarding specific diagnostic populations served; interventions/modalities; facilitation techniques; standardized assessment tools; theories informing practice; and training, education, and counseling topics.

1. List 7 specific competency areas in recreation therapy
2. Review the 747 specific competencies resulting from the ATRA Delphi and Competencies Study
3. Identify at least 2 opportunities to increase practice competencies in RT/TR.

Comparing the NCTRC Test Scores of CAAHEP/CARTE-Accredited Programs to National Passing Rates - David Loy, Rhonda Nelson & Jared Allsop

Effects of Online Leisure Education Intervention on Student Mental Health - Shinichi Nagata, Shintaro Kono, Seung Jin Cho, & John Dattilo

Pain management requires a multifaceted approach and applying current research is key to teaching our patients the most effective ways to manage pain. This session will walk through the Knowledge to Action Cycle as it applies to creating and implementing a three part interdisciplinary group education series for patients. Participants will build understanding of how Therapeutic Recreation interventions can contribute to pain management to allow our patients to stay active and engaged in their preferred leisure activities.

1. Identify 3 factors that contribute to patient experience of pain.
2. Identify 3 evidenced based pain regulation techniques to teach patients.
3. Identify one opportunity for Recreational Therapy to collaborate with another discipline to aid in pain management.

This session will discuss the basic steps to creating a private practice in Recreation Therapy with specific focus on assessing need, strategizing potential, identifying your expertise, honing in on your message and getting paid. Setting up a private practice can be intimidating but the goal of this session is to assist us in asking the right questions.

1. List 3 potential payer sources for private practice
2. Identify a population for private practice and marketing message to share with customers
3. Explain 3 basic business practice steps recommended for implementating a private practice

Attitudes of Recreational Therapists Working with Individuals with Autism Spectrum Disorder Towards Adoption and Implementation of Socially Assistive Robots - Cedomir Stanojevic & Jennifer Piatt

Outcomes of a Retreat-Style Program for Veterans: Gender Differences - Emma McNeil & Jessie Bennett

Coming out of COVID, a lot has happened in healthcare, educational and community-based recreational therapy services. Let's talk about what's been happening and how we are moving forward in the last year. Information on legislative activities, educational experiences, and trends in the recreational therapy profession will be discussed. ATRA seeks to empower recreational therapists; come to learn at more on how we are doing this and what will be happening in the next year.

1. Identify the current state of RT in the public policy arena
2. Explain 2 trends facing the RT profession today and ways to address these
3. Describe 3 resources available to help RTs advocate for their services to help clients.

In the field of recreational therapy, Artificial Intelligence (AI) has the potential to revolutionize the way we approach patient care and treatment outcomes. This presentation aims to explore the role of AI in RT, focusing on its applications, benefits, and challenges. By understanding how AI can be leveraged as a valuable tool, RTs can enhance their practices and provide more personalized and effective interventions for their patients.

The integration of AI in RT opens up new possibilities for improving patient care and optimizing treatment plans. By leveraging AI technologies, RTs can gain valuable insights, identify patterns, and deliver tailored interventions that address the unique needs of each individual. This presentation aims to delve into the potential benefits and challenges associated with using AI in recreational therapy.

1. Explain at least 1 potential application of AI in recreational therapy across the RT process
2. Articulate at least 2 benefits of using AI in RT
3. Identify and discuss at least 2 key challenges and ethical considerations associated with using AI in RT practice

Better care starts with better experiences. QuIS, the Quality of Interaction Schedule, is an observation tool designed for use in congregate care to measure the quality of interactions between residents and staff. Developed by Rachel Dean and Roger Proudfoot and tailored for use by Meaningful Care Matter Ltd., QuIS is a research-backed approach that is proven to advance the quality of life for residents in long-term care homes.

Join Sandy Croley, Director of Programs and Rehab and Nurse Consultant at Responsive Group Inc., and Emily Underwood, Customer Experience at Welbi, as they discuss how Responsive adopted a QuIS approach to person-centered care. Responsive leveraged QuIS to measure and improve the quality of interactions between staff and residents in 19 LTC homes. In this session, attendees will learn about QuIS observations, the data collected, and how Responsive implemented changes and improvements with that data.

We are entering an age where we need tools to support improved experiences to scale. As we collectively shift our teams from being task-focused to engaging more meaningfully with residents, using frameworks such as QuIS in conjunction with a tool such as Welbi will allow teams to provide person-centered experiences with ease. Attendees will gain valuable insights into how they can embrace emotion-based person-centered care in their own community and see how new tools can support and drive resident engagement. If you are committed to improving resident outcomes, you cannot miss this session!

1. Describe what QUIS is and how it can be used to improve residents’ experiences
2. Explain how to implement scalable, data-driven changes to support residents
3. Identify new technologies and approaches — like QuIS — and learn how they can support person-centred care

Root in Nature strengthens human health by connecting people with plants and nature through horticultural therapy, programs and education. Horticultural Therapy (HT) is a practice that uses plants, horticultural activities, and the garden landscape to promote well-being for its participants.

We work alongside Recreation Therapists who have expressed an interest in learning how to integrate plants, gardening and nature into their therapeutic approach. Evidence-based research validates the overwhelming benefits of people-plant engagement, which include:
• Reduces stress & anxiety
• Supports cardiovascular health
• Protects and preserves mental health
• Boosts the absorption and retention of Vitamin D
• Increases social connections
• Helps to maintain a sense of purpose and worth
• Aids in the development of positive coping strategies

In this session, we will share the practice and benefits of therapeutic horticulture how to integrate it into your therapeutic approach, and share training and resources that we offer to Recreation Therapists.

1. Define horticultural therapy and three populations it is effective with
2. Identify five domains of wellness that are affected by Horticultural Therapy
3. Provide two examples of therapeutic horticulture activities

Do you teach AT in your RT curriculum? Are you looking to add AT into existing courses and searching for new ideas and teaching strategies to enhance student learning and engagement? Developing the AT competencies in next generation of RTs is imperative, and creating ways to stimulate pre-professional excitement, and stimulate lifelong learning about AT is critical at the undergraduate and graduate level. Topics will include overview of learning outcomes, review of an array of assignments to engage students, and sharing of resources used to enhance overall learning. Samples of assignments will be provided. Attendees are encouraged to bring their own ideas and share them with the group. This session is relevant for RT educators as well as practitioners who are looking to partner their AT expertise with an academic program.

1. Explain how to incorporate 2 AT learning outcomes for students in their curriculum
2. Describe 2 new activities to increase student learning about AT
3. Identify 2 new resources to use in their teaching/training

The National Academy of Recreational Therapists (NART) is a national academy that pursues activities to support and advance the recreational therapy profession by recognition, education, research, scholarly activity, advocacy and the provision of advice to decision makers. This session will provide participants with an opportunity to learn more about NART and how to be a mentor or/to be mentored in the areas of evidence-based practice, research, and dissemination of research. Practitioners and researchers can and need to collaborate to serve the common good of the profession of recreational therapy.

1. Describe steps in a strategy to advance the RT profession through scholarly activity through the collaboration of practitioners and researchers.
2. Identify how to determine a mentoring match for evidence-based practice and research pursuits.
3. Narrow a topic for evidence-based practice protocol or research in the field of Recreational Therapy.

In this interactive session, participants will discuss the unique challenges of providing aquatics programs to individuals with autism (ASD) and share experiences working with this population. Participants will review partially developed training materials teaching recreation and aquatics professionals to teach swimming and water-safety to children with autism. Participants will provide anonymous feedback and discuss training needs for future content development. Please bring a laptop computer to view online training videos.

1. Describe the unique needs and challenges of teaching swimming and water-safety to children with ASD
2. Identify preferred features of training videos for teaching of swimming and water-safety skills to children with ASD
3. Describe additional training needs for teaching swimming and water-safety to children with ASD

Books can be a powerful tool for individuals longing to relate to others or escape into a different world. Reading can be an inexpensive solitary activity, while also offering opportunities to foster relationships and relate to others. This session will explore the research behind why bibliotherapy works as a therapeutic tool for older adults with mental health conditions and will offer evidence-based implications for practice, including examples and resources for practitioners and students.

1. Identify 3 benefits clients receive from participating in bibliotherapy.
2. Identify 4 methods to implement bibliotherapy into RT programs.
3. Discuss how different diagnoses can be positively impacted by bibliotherapy.

When facing new onset paralysis or uncontrollable seizure-like events, engaging in recreation may seem impossible for teens who are just hoping to use the restroom independently. However, understanding the value of recreation and leisure may be just the thing they need to kickstart recovery and promote lasting success in the community. During this session, we will review foundational knowledge of FND as a complex diagnosis, utilize group discussion to explore how leisure education can impact this population, and describe how RT has been able to expand their role in an evolving treatment protocol.

1. Provide examples of at least 2 current treatment strategies for FND which could be translated to recreation therapy practice.
2. Demonstrate understanding of the Leisure Ability Model as it relates to recreation therapy treatment of those with FND.
3. Identify at least 3 areas of future development for recreation therapy in work with those with FND.

Weight loss surgery is becoming a more common choice among bariatric patients. This intervention, while highly effective, requires lifelong behavior changes to support a healthier lifestyle. Our speakers will describe the realities of this choice from personal experience and will provide a framework for RTs who may treat patients pre/during/post surgery..

1. Name the three most common weight loss surgeries currently performed.
2. Describe four body systems impacted by weight loss surgery.
3. Describe three strategies RTs can use to support patients post surgery.

This session details one man's efforts to raise awareness about veteran suicide rates, raise money as a social advocacy for clients who struggle with the tragic triad of veteran issues: mental health, substance abuse, and suicidality. Attendees will learn how they can advocate for change on behalf of their clients, engage clients in social advocacy, and elevate the profession by working with other helping professionals.

1. Identify at least 2 significant elements of recreational therapy in regards to advocating for veterans
2. Identify at least 2 philosophical foundations for using recreational therapy to raise awareness of and reduce instances of veteran suicide
3. Identify at least 3 specific recreational therapy interventions to implement for individuals who struggle with suicidality

Leisure Education and Parks (LEAP): A Program to Address Stress, Burnout, and Coping in Law Enforcement Officers is a program that was developed by Clara Hawkes to complete a Master’s thesis in Recreational Therapy. This 6-week leisure education program was implemented with the University of Utah Police Department and focused on stress, burnout, and coping through leisure and park use. Come learn about the Leisure Education Content Model and how it was implemented in innovative RT research. Let’s explore the potential of RT and its impact on law enforcement officers, first responders, and other high-stress occupations.

1. Distinguish the difference between stress and burnout,
2. Identify the components of the Leisure Education Content Model
3. Discuss the potential for recreational therapy with law enforcement officers, other first responders, and high-stress occupations with other attendees

This session will review current research on the practice of discharge planning by recreational therapists. The session will be divided between lecture on research practices and a workshop where therapists can engage in discussion on discharge planning, work on discharge plans, and compare/create policies. Participants attending are asked to be aware of the current discharge procedure at their place of employment to be able to engage in discussion. The research reviewed will be most closely related to inpatient physical rehabilitation and subacute rehab, but all settings and areas of practice are welcome to participate.

1. Describe current data on discharge planning in inpatient physical rehab and related areas by recreational therapists
2. Define discharge planning and what it entails
3. Identify 2 ideas for discharge planning in your practice, including potential forms, plans, policies, and procedures

Resiliency is not the absence of stress. This session elaborates on the importance of understanding ourselves as providers, as well as our patient population, by considering ones character traits, long-standing behaviors, how stress is processed and what resiliency methods are effective or ineffective based on the individual. We have established what we call "The Resiliency Toolbox" as a means of a guide to becoming more resilient, especially when going through difficult journeys. This toolbox is utilized with nearly all of our patients and has been taught as in-service material for fellow healthcare providers. The most important part of this toolbox is how the same educational material is applied to each individual, yet yielding unique, personalized paths to living more meaningful, resilient lives.

1. Identify at least 3 ways chronic stress directly affects the brain and body.
2. Define at least 3 unique character traits.
3. Identify at least 2 character traits they see as strengths for themselves.
4. Name 3 tools to use to become more resilient.
5. Describe at least 2 ways to increase heart rate variability (HRV).
6. Explain the steps taken within resiliency activities to continue their own guided path towards resiliency.

This session will focus on two areas that have the potential to increase racial understanding in the field of Therapeutic Recreation. Focus area 1 will explore professional structures of education, the profession, and RT settings. Focus area 2 will explore the responsibility of individual Recreational Therapists to assess their cultural competency which includes using the reflective process.

1. Name and explain three professional structures in TR that must be analyzed in relationship to racial understanding.
2. Explain the reflective process and its relationship to personal perspective transformation, racial understanding, and the practice of TR.
3. Obtain a cultural competency score using the Cultural Competence Self-Assessment Awareness Checklist.

Many of the patients in our care have experienced trauma and resulting PTSD. This process further isolates these patients out of fear of reoccurrence. Before we can begin to help our patients heal, we must first build rapport. In this session, participants will learn the science behind connection and the way humans make these connections. Participates will learn how to utilize this research to build relationships with those in our care, and how this can ultimately enhance the quality of care we give.

1. Identify three ways PTSD and trauma affect our ability to form trust and relationships.
2. Discuss the neuroscience behind building rapport and relationships.
3. Demonstrate three methods for connecting with patients/clients.

This presentation will review the depth and breadth of Therapeutic Recreation (TR) services in pediatric behavioral health offered at Nationwide Children’s Hospital (NCH), consistently one of the nation’s top pediatric health systems of care and research in the United States. Approaches to program design and development will be discussed. Additionally, strategies for advocacy, creating strategic partnerships with key stakeholders, and interdisciplinary teaming will be reviewed. Lastly, participants will learn about TR services and programming within behavioral health and how TR has continued to integrate evidence-based practice to support best outcomes for patients and caregivers in the NCH continuum of care.

1. Identify 2 current trends in pediatric behavioral health.
2. Describe the role of Therapeutic Recreation in pediatric behavioral health.
3. Identify at least 5 evidence-based skills commonly targeted through the TR scope.
4. Identify at least 2 strategies for design and implementation, teaming with key stakeholders, and/or staff development that further professional goals related to increasing access to TR services for individuals with behavioral health needs.

Looking for evidence-based program plans? How about ones that come with a complete curriculum manual including session plans, an online training video, and are free to use? If yes, then join us in this session where we will introduce the University of Wisconsin La Crosse's new Open-Access Web-Based Curriculum Repository.

This session will explain the capstone process that our master's students go through to develop these curriculums, demonstrate how to use the website, and do a walk through of one of the 15 current curriculums available for download.

1. Describe the need for evidence-based practice in Recreational Therapy.
2. Explain how UWL master's students develop evidence-based curriculums as part of their capstone experience.
3. Describe how to navigate an UWL's open access website to explore curriculums and how to use them.

As a non-profit organization, the Centre of Excellence for Therapeutic Recreation in Continuing Care (TRCoE) serves as a central resource for promoting innovation, research, and advancement of Therapeutic Recreation in continuing care settings. The TRCoE offers evidence-based, applied resources to support TR professionals in their provision of person-centred and relational care. In this session, participants will learn about the resources available on the TRCoE and understand how they help to ensure residents in continuing care experience a high quality of life through an enhanced sense of meaning, purpose, and joy.

1. Describe how the TRCoE provides access to E-learning opportunities with CEUs pre-approved by the NCTRC.
2. Explain how to use forums for program plan exchanges.
3. Identify how to use forums for resource sharing.

How do you facilitate play? How do you assess what position would best incorporate the goals you are working on with a child? Where/how do you stand, sit, kneel or lay? What kinds of positions benefit children under what circumstances? And by the way, are we having fun yet?

This presentation will provide foundational knowledge and practice regarding positioning of a child with a physical disability during RT treatment. Approaches based in development, individual goal attainment, family involvement, inclusion and socialization will be included.

1. Contrast assessment information and the objectives of individual treatment sessions to determine position options
2. Identify at least 4 different play positions appropriate to use during treatment
3. Describe at least 3 scenarios and apply the position for play that facilitates the goals identified for the child in the case
4. Demonstrate at least 3 positions to be used with a child during the treatment session

As the field of recreational therapy continues to evolve, it is crucial to incorporate innovative technologies into degree curricula to prepare students for the challenges of modern healthcare. Artificial Intelligence (AI) presents tremendous potential in enhancing the quality of care and optimizing patient outcomes. This presentation aims to explore practical examples of AI integration in RT degree curricula, showcasing its applications and highlighting the opportunities it presents. By leveraging AI, we can empower students with the skills and competencies needed to excel in their careers.

1. identify at least 3 specific applications of AI in recreational therapy
2. Explain how AI integration using two specific case studies
3. Outline at least 2 strategies for implementing AI in recreational therapy education

During this presentation, attendees will learn about the incredible physical and emotional benefits of creative experiences for seniors and how to increase engagement in arts-based programming. The presenter will provide tips and strategies that recreational therapy professionals can employ to help remove barriers to participation in the arts and encourage creative expression in participants.

1. Identify 6 health and wellness benefits of participating in creative experiences.
2. Implement 3 newly learned strategies to increase engagement in the arts.
3. Describe what it means to be creative and how to tap into their creative side.

This session serves as part one of the ‘What Makes a Legend’ series, offering the history and legacy of our profession– not just the history you have read in a textbook but the stories of the leaders who have shaped and transformed the TR profession. In this session, we will present results from a survey of TR/RT professionals and educators about how they define a “legend” in the field and accomplishments they deem significant. Working from data, participants will share their opinions on what constitutes a legend and on who they think has achieved this status. Participants will work together to draft specific questions they'd like to ask the legends within our field. These questions will later be used in the follow up session, ‘What makes a legend? Part II: Legendary Stories in the Field of Therapeutic Recreation’.

1. Identify at least one significant individual within the history of Therapeutic Recreation.
2. Identify at least three traits of a “TR legend” as determined by their colleagues in the field.
3. Identify at least one significant contribution of a TR legend.

Therapeutic recreation specialists who lack assessment tools appropriate to one's practice setting may wish to adapt existing instruments to document clients' needs and progress. This session will introduce an instrument developed to successfully assess functional outcomes in an outdoor adaptive sports setting. Through activity and task analysis, the Progress Report Instrument can be adapted to measure functional outcomes in a variety of settings and activities. The session will offer suggestions on training staff and volunteers to use the instrument. Participants will leave this session with an understanding of an assessment and documentation model which can be adapted to various settings for evidence-based practice.

1. Describe the contents of an individualized assessment tool based on activity and task analyses of functional domains, relevant to adaptive sports in outdoor recreation
2. Identify how to adapt the assessment instrument to for application with specific community-based therapeutic recreation activities and settings.
3. Outline suggested training content for use with staff and volunteers in a community-based therapeutic recreation setting.

Join us for an inspiring session that explores the evolving landscape of outdoor recreation, focusing on expanding access and inclusion for historically marginalized communities. Delve into the concept of "outdoor" and challenge traditional notions to create a more inclusive environment for individuals with disabilities. Discover innovative strategies to engage and serve non-traditional users, empowering them to experience the transformative benefits of nature. Together, let's build a more inclusive and welcoming outdoor recreation community for individuals with disabilities.

This session will use qualitative data to share attitudes and perceptions of people that identify as part of the disability community with experiences to accessing the outdoors. Session attendees will discuss strategies to examine outdoor spaces close to their agencies and identify strategies to minimize barriers and enhance experiences for all.

1. Describe 2 historical factors that have led to exclusion in outdoor spaces and programs, fostering a deeper understanding of the challenges faced by marginalized communities
2. Define the multifaceted concept of "outdoor," redefining its meaning and expanding its boundaries to create more inclusive experiences for all individuals
3. Identify actionable engagement strategies that can effectively reach and serve communities that have been traditionally under-served, promoting accessibility and empowerment

Human-Centered Design (HCD) ideals and Innovation are growing buzzwords in health care and human services. Recreational Therapists are natural born innovators and can be opportunistic to shift their perspective with intervention design and implementation. This session will help attendees identify the difference between innovation, improvement, and evidence-based practice, reflect on our work when we all have more tasks than time, and learn how to identify areas of opportunity ripe for innovations in the field of Recreational Therapy and beyond. Attendees will walk away with a new schema for implementation a novel way to evaluate their practice to prepare them propel them into the future of RT by design.

1. Identify the difference between improvement and innovation.
2. Explain at least 3 opportunities for innovation.
3. Describe at least 3 resources to pursue innovation competencies post-conference.

This session provides an in-depth coverage of recertification standards and requirements for the specialization area designation. Continuing education, professional experience, and re-examination will be described in detail. Utilization of the 2021 NCTRC National Job Analysis Study in relation to recertification requirements will be discussed.

1. Define the NCTRC CTRS recertification standards including the two components, interpretive guidelines, necessary hours required for recertification and the requirements to obtain a specialization area designation.
2. Apply the 2021 National Job Analysis Study to the recertification process.
3. Restate the two methods of the NCTRC recertification review process.

This session will explore developmental milestones related to TR-specific interventions; current research, models, and theories such as the ICF; and the impact of adverse childhood experiences (ACES) on development. We will discuss how to approach pediatric patients with the understanding that the hospital environment, medical diagnoses, and psychosocial factors must all be considered in selecting appropriate leisure interventions. We will provide tools and resources on how to expand your professional presence with your multidisciplinary team. Attendees will have opportunities to discuss and collaborate, work on case studies, and practice identifying goals and interventions tailored to developmental ages (birth-5 years) and diagnoses.

1. Identify 2 models or theories of evidenced based practice that support the role of the CTRS in a pediatric setting.
2. Identify 3 factors that affect development of the child in a hospital setting.
3. Describe the difference between developmental and chronological age.
4. Identify 3 leisure interventions that would support functional outcomes.
5. Write 2 functional goals based on a specific age and diagnosis.
6. Identify 3 skills to promote your professional presence.

Do you want new ideas on how to promote Recreational Therapy? This session will help you to explore traditional, alternative, and research-informed ways of approaching advocacy in Recreation(al) Therapy/Therapeutic Recreation. This session will set a foundation from which to build tangible advocacy efforts to promote our practice and the individuals we serve.

1. Describe at least 1 necessity of advocacy in Recreational Therapy and for individuals we serve.
2. Identify at least 3 traditional, alterative, and research-informed approaches to advocacy.
3. Identify at least 5 approaches to advocacy that best serves participants’ needs as Recreational Therapists within the setting they work.

ATRA Quality Internships Statement Manual and Training Update- the ATRA Quality Internship subcommittee has created resources to help you provide a quality internship experience and become a qualified intern supervisor. Learn what these are and how to access them.

1. Explain and find the quality internship supervisor statement.
2. Describe the attributes of a quality internship manual and where it can be found.
3. Identify and locate intern supervisor training.

The use of virtual reality (VR) is an emerging technique in the recreational therapy profession. There are thousands of VR games and applications available for RTs to consider, but, no formal process for RTs to evaluate apps prior to using them within their practice. This session will summarize the Flourishing Through Leisure Model and explain how it can be used as a framework to evaluate VR apps for RT practice. This presentation will also summarize findings from a recent survey where RTs used this method to evaluate eight VR apps with potential relevance in RT practice. The survey’s results and other perceived facilitators and barriers to promoting VR app use within RT practice will also be discussed.

1. Summarize the concepts of the Flourishing Through Leisure Model, and its potential use in evaluating VR apps
2. Identify three potential apps that may be applicable for their specific practice, or potential practice setting
3. Recognize three barriers and three facilitators to using VR apps within RT practice

This session will describe the work of the RT and ATRA Equine Assisted Services task force and quality guidelines for the practice of RT with equines. NCTRC funded a study to better understand the frequency and modes of equine assisted services by CTRS. A group of subject matter experts took the results of the study and formulated quality guidelines. This session will explain and describe those guidelines in a workshop format with an opportunity to provide feedback and participate in discussion on the guidelines.

1. Describe the current status of RT and Equine Assisted Services
2. Discuss the quality guidelines for RT and Equine Assisted Services
3. Create an action plan for incorporating guidelines into your practice.

The pursuit of effective interventions to enhance the quality of life and care for individuals with memory deficits is of paramount importance for Certified Therapeutic Recreation Specialists. This presentation aims to provide compelling research-based evidence supporting the utilization of Time Slips as a TR modality in memory care facilities. Participants will gain a comprehensive understanding of Time Slips and its potential as an intervention for individuals with memory impairments.

The session will begin with an exploration of the challenges faced by individuals with memory deficits and the critical role of TR in addressing their needs. Through a review of current literature, attendees will be presented with empirical evidence highlighting the positive impact of Time Slips on quality of life and care outcomes for this population.

Furthermore, this session will equip participants with practical knowledge on how to facilitate a Time Slips-based intervention. Attendees will learn about the key principles and techniques involved in implementing Time Slips activities, including creating a safe and inclusive environment, fostering creativity and imagination, and promoting social engagement.

By the conclusion of the session, participants will have gained a solid understanding of the benefits of using Time Slips as a TR modality in memory care facilities. They will be equipped with the necessary knowledge and skills to incorporate Time Slips interventions into their practice, ultimately enhancing the quality of life and care for individuals with memory deficits.

1. Explain the research-based evidence supporting the use of Time Slips as a TR modality in memory care facilities
2. Describe how to implement a Time Slips intervention to enhance the quality of life for individuals with memory deficits
3. Identify impairments associated with memory deficits

This session serves as Part 2 of the ‘What Makes a Legend’ series, offering the history and legacy of our profession – not just the history you read in a textbook but the stories of the leaders who have shaped and transformed the TR profession. Using the questions participants developed in Part One, we will hear from a panel of legends and learn about their journey, contributions, motivations, and perspectives about the TR field. While this session builds on Part 1, participants do not have to attend both sessions.

1. Summarize at least one significant historical event within TR
2. Paraphrase at least one story from a significant individual within TR
3. Describe the significance of at least one historical event to the current state of the profession

The pandemic ushered in a new focus for our nation’s health, bringing to light long-standing health inequities, the impacts of isolation on our nation's health, a social resurgence of recreation and leisure and the need for connection and community as a means of fostering healthy communities. Recreational Therapy has a chance to serve as catalyst for a public health transformation in our communities across the country.

1. Identify at least 2 core tenets of the US Surgeon General's Proposal to Address Loneliness
2. Define and articulate health equity and the role recreation and leisure play in public health.
3. Identify one opportunity in their local community where RT can serve as a catalyst for community building

This session invites RT educators to learn and discuss topics pertinent to improving the quality and consistency of RT education. The session will summarize the results of the ATRA Academic Action Task Force's study of the fieldwork education requirements within RT academic programs and continue discussion on the ways to improve fieldwork and student learning outcomes.

1. Identify 3 key findings of the ATRA Academic Action Task Force's study of fieldwork education in RT.
2. Discuss 3 ways in which key findings can be translated into implementation steps to improve the quality and consistency of RT education.
3. Engage in the process of prioritizing the next step to be taken by the ATRA Academic Action Task Force.

The ATRA Standards of Practice are applicable to every setting where Recreational Therapy services are offered. Even if your official title is not Recreational Therapist, the ATRA SOP manual is a valuable tool for the provision of quality RT services. The SOP manual can also be used as an advocacy and compliance tool.

During the session, participants will explore the content of the ATRA Standards of Practice manual. Participants will learn how to apply the standards to their practice and how to develop or revise policies and procedures for their department or program. Participants should bring a copy of the SOP Manual to this session.

1. Verbalize one way the ATRA SOP Manual can be used in their setting
2. Verbalize at least 3 fundamentals of policy and procedure writing
3. Complete a portion of the self-assessment guide using contents from the SOP manual
4. Create a policy using the ATRA SOP Manual

The purpose of this session is to introduce the Facilitated Wave Model and discuss how this model can be applied in recreational therapy settings. In the discussion of this model, participants will discuss the process of adapting interventions to incorporate isomorphic metaphors, generalizing adventure experiences to everyday life, and matching and facilitating activities to address clinical goals and objectives in recreational therapy. This session will also discuss the models of change and stages of group development as they relate to adventure- based interventions.

This session can additionally count for three hours of training for the Clinical Certified Clinical Adventure Therapist or Certified Therapeutic Adventure Specialist certifications. This training addresses the core element of Facilitation and Processing in AT and Conceptual Knowledge of AT.

1. Verbally describe the Facilitated Wave Model and how it can be applied in recreational therapy settings.
2. Identify the stages of change and group development.
3. Identify adventure-based interventions that would match clinical goals and objectives relevant in their practice setting.

The purpose of this Session is two fold. First, it will provide an overview of accreditation under the Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Committee on Accreditation of Recreational Therapy Education (CARTE). Second and more importantly, the session will provide information and hands-on experience in completing the forms and process for academic accreditation under CAAHEP-CARTE.

1. Demonstrate understanding of the evolution of CARTE and the rationale for CAAHEP-CARTE accreditation.
2. Identify the key components of the standards and guidelines for CAAHEP-CARTE accreditation.
3. Complete essential aspects of a self-study for academic accreditation under CAAHEP including forms and curriculum.
4. Identify three methods for tracking program outcomes related to CAAHEP accreditation through CARTE.

There has been a recent call to advance fieldwork experiences across recreational therapy curriculum to enhance student learning. Using reflections from students’ perspectives on their learning through a class time fieldwork experience, we will discuss how this was implemented and pitfalls that were learned over numerous semesters. We will present the themes and sub-themes reported by the students after their class time fieldwork experience ended which provided insights into their perspectives about their learning and knowledge of recreational therapy. Results will provide educators with opportunities to enhance fieldwork experiences in their curriculum and reveal insights to help practitioners supervising interns and entry-level recreational therapists. Practical ways for educators and practitioners to enhance their strengths-based clinical supervision skills will also be discussed. This informative and experiential session will give you another tool to support undergraduate students learning.

1. Create a list of practical strategies to implement class time fieldwork experiences at the agency or academic setting
2. Identify one community partner or academic program you can work with to implement a class time fieldwork experience
3. Identify three benefits of increasing class time fieldwork experiences for recreational therapy students

What's the benefit of having a mentor, how do you choose one and how do they add to your goal attainment? Join us for a discussion about the importance of mentorship, the impact it can have on your professional and personal life and how to build an important relationship that benefits mentor and mentee.

1. Name three benefits of a mentor/mentee relationship.
2. Describe two ways a mentor can support a mentee's career goals.
3. Identify two strategies to find the best mentor for YOU.

The purpose of this session is to introduce two types of adventure-based interventions that can be used in recreational therapy and provide participants the opportunity to experience and observe these types of interventions in practice. In addition to learning specific activities, there will be discussions about selecting culturally relevant interventions that are appropriate and individualized to clients’ needs and modifying activities for different practice settings. Participants will also learn about the adventure therapy beliefs and discuss their relevance to recreational therapy practice.

This session can additionally count for three hours of training for the Clinical Certified Clinical Adventure Therapist or Certified Therapeutic Adventure Specialist certifications. This training addresses the core element of AT Interventions.

1. Identify three types of adventure-based interventions that are used in recreational therapy practice.
2. Discuss how group initiatives can be used in their practice setting to achieve relevant clinical goals and objectives.
3. Discuss how low ropes elements can be used in their practice setting to achieve relevant clinical goals and objectives.

This session will provide attendees with the foundational concepts of interprofessional education (IPE) and interprofessional collaborative practice (ICP). Members of the IPECP Task Force will provide: 1) an update on the work the they've completed in the last six months, 2) findings from their review of what other professional organizations (in healthcare) are doing to promote interprofessional education and collaborative practice, 3) recommendations for how the RT profession can be involved in this initiative, and 4) tools for implementing IPE and ICP in higher education and RT practice settings. IPECP is one way to advocate for services for our clients (to promote optimal outcomes), as well as an opportunity to advocate for recreational therapy services.

1. Identify the 4 core competencies of the Interprofessional Education Collaborative (IPEC)
2. Identify at least 2 ways to develop/implement interprofessional collaborative practice in their RT practice setting
3. Identify at least 2 ways to incorporate interprofessional education opportunities for RT students
4. Verbalize at least 1 way to collaborate with an RT educator or practitioner to provide an interprofessional education/collaborative practice experience (simulated or otherwise)

This presentation will give attendees a theoretical background in spirituality for every client. The presenters will outline four theoretical frameworks that help in healing, recovery, resilience, connection, and finding purpose through recreation therapy practices. Attendees will learn how to address this large portion of a client's life without fear, judgement, or controversy. The presenters will also introduce autoethnography as a treatment modality for transforming lives.

1. Identify at least 2 treatment modalities for helping client find purpose, meaning, and resilience.
2. Identify at least 3 theoretical foundations in spirituality for aiding all types of clients.
3. Identify a new treatment intervention to use in their practice with all individuals.

This session will provide an overview of physical presentations, safety considerations, treatment plans and interdisciplinary interventions, potential barriers to participation, useful equipment/adaptations, and overall neurological-based knowledge for working with individuals with TBI and SCI.

1. Identify 2-3 safety considerations for working with individuals with TBI or SCI.
2. Describe 2-3 interventions for working with TBI/SCI populations.
3. Identify basic terminology and language used when working with TBI/SCI populations.

Recreational therapy is a field that focuses on the use of leisure and recreational activities to enhance the physical, emotional, cognitive, and social well-being of individuals with disabilities or limitations. As educators and professionals in RT, it is essential to ensure that our curriculum promotes inclusivity, accessibility, and equitable learning opportunities for all students. Universal Design for Learning (UDL) provides a framework that can guide us in achieving these goals.

1. Articulate the three key principles of UDL and explain how to apply the principles to RT curricula
2. Identify at least two challenges or barriers to inclusive learning
3. Develop an action plan of at least three strategies to integrate UDL principles in a RT course

In this session, participants will be provided information and resources related to how to grow and/or solidify your presence on an interdisciplinary team. Discussion will include how to create your "first seat" at an "interdisciplinary table" as well as how to grow into more interdisciplinary teams. Participants will be provided resources and tools for expanding one's ability to educate others through different learning styles and advocate for Therapeutic Recreation (TR) as a profession. Additionally, this session will discuss how to identify unconscious biases that may be present within the CTRS as well as the interdisciplinary team in which they work. This presentation will include a case study of how the TR Behavioral Health department at Nationwide Children's Hospital has grown their presence within multiple service lines and leadership positions. An interactive break-out session will be included.

1. Identify a minimum of three strategies creating your "first seat" at an "interdisciplinary table".
2. Describe seven different learning styles and how to address education and advocacy within multiple learning styles.
3. Identify a minimum of two tools for identifying their own unconscious bias as well as two strategies for overcoming unconscious bias of others on the interdisciplinary team.