ATRA SoCal : 2026 Session Description

There is ample evidence of the increasing social disconnection we are experiencing across our societies. Beginning with the US Surgeon General’s Advisory in May 2023, multiple indicators have been published demonstrating a decline in social connection, companionship, time spent with friends, and social participation. While these indicators focus on the general public, people living with significant health conditions experience considerably higher rates of loneliness and disconnection. Recreational therapy is uniquely positioned to build social connections among the people we serve. One avenue to build social connections that enhance well-being and reduce loneliness is through the construct of mattering. Mattering is built through social connections that convey as sense of being valued, but also must offer opportunities for adding value. This session will identify the role of mattering in building social connection to reduce loneliness as well as identify approaches recreational therapists can use to build connections that matter.

1. Be able to identify the scope of loneliness among people living with different health conditions 2. Be able to state the three aspects of psychological mattering 3. Be able to identify at least one strategy for enhancing a sense of being valued 4. Be able to identify at least one strategy for enhancing opportunities to add value

All

This session will examine how a large pediatric hospital system has intentionally advanced the Therapeutic Recreation (TR) profession through strategic investment in workforce development, career progression, and professional identity. Participants will gain insight into how TR clinicians can extend their impact beyond direct patient care by engaging in structured growth pathways that support clinical expertise, leadership development, and long-term professional advancement. Access to ongoing career development opportunities is grounded in research and promotes therapist engagement, supports retention, and contributes to reduced burnout. Key takeaways will include examples of mentorship models, clinical ladder programs, leading evidence-based practice (EBP) programming, and opportunities for specialization. The session will highlight how engagement in EBP, quality and process improvement, and access to continuing education, professional development, and leadership opportunities strengthen clinical practice and professional skills. Participants will also explore advocacy-focused strategies that elevate the visibility and value of TR within healthcare systems. Attendees will leave with concrete strategies and adaptable frameworks to advance the TR profession, support clinician growth, and strengthen the long-term impact of TR services within their own organizations.

Upon completion of the session, participants will be able to: 1. identify at least 3 clinical skill development opportunities that can be used to support and advance the TR practice within a healthcare setting. 2. identify at least 3 professional development opportunities that support career advancement, specialization and leadership growth for TR clinicians. 3. identify at least 3 advocacy efforts that support recognition, sustainability, and advancement of the TR profession.

All

Belonging is a powerful determinant of health, yet patients in urban inpatient rehabilitation settings often experience cultural disconnection, identity disruption, and social isolation following life-altering illness or injury. Therapeutic Recreation professionals are uniquely positioned to address these challenges through culturally responsive programming that affirms identity, honors lived experience, and fosters authentic connection. This session will explore practical frameworks for integrating culturally responsive care into Recreational Therapy practice within diverse, urban rehabilitation environments. Participants will examine how culture, race, language, socioeconomic status, disability identity, and community context influence engagement, motivation, and perceived belonging during inpatient rehabilitation. Through clinical case examples and program design strategies, attendees will learn how to assess cultural needs, adapt interventions, build psychologically safe group spaces, and collaborate with interdisciplinary teams to promote equitable access to meaningful recreation. Strategies for reducing health disparities and supporting community reintegration will also be discussed. Participants will leave with actionable tools to strengthen culturally responsive assessment, documentation, and intervention planning—ultimately positioning Therapeutic Recreation as a key contributor to belonging as a health outcome.

Upon completion of this session, participants will be able to: Identify at least three factors that influence culturally responsive care in urban rehabilitation settings. Apply one structured framework to adapt a recreation therapy intervention to better support cultural identity and belonging. Develop one measurable strategy to integrate culturally responsive practices into assessment, documentation, or interdisciplinary collaboration.

High‑quality student learning experiences are essential to preparing therapeutic recreation students for competent, confident entry into professional practice while also supporting staff development and organizational workforce goals. This session is designed to help support and strengthen student experiences from an organizational perspective. Attendees will be introduced to Vygotsky’s Zone of Proximal Development, emphasizing how therapists can scaffold learning, adjust supervision levels, and promote progressive independence without overwhelming the student or the clinical environment. This course is not designed to replace or replicate existing current internship supervision support courses. Instead, participants will gain practical strategies for welcoming, orienting, and supporting students through various stages of learning. This will be done through highlighting real-world examples of successful student internship projects, illustrating how student involvement and help contribute to patient care and organizational/departmental goals. Attendees will leave with concrete takeaways, tools, and examples they can immediately apply when hosting students of all levels.

1. Identify and apply Vygotsky’s zones of proximal development and how that relates to student learning and scaffolding of clinical responsibilities. 2. Identify a minimum of three strategies to create a student learning environment that is mutually beneficial for the student, professional, and institution. 3. Demonstrate the ability to adapt previous student project examples into actionable, setting‑specific project ideas for future student experiences.

All

Recreational therapy practice requires addressing systemic barriers that influence who feels safe, seen, and able to belong. This session equips recreational therapists with an equity-focused framework to better understand and respond to the needs of DACAmented and undocumented individuals. Drawing from composite narratives of eight DACAmented college students, the session examines experiences accessing U.S. healthcare and the structural factors shaping health and well-being. Grounded in Critical Race Theory (CRT) and the Social Determinants of Health (SDOH), this session centers lived experiences as critical knowledge for advancing equitable practice. Through composite storytelling, it highlights often unheard voices (voces perdidas) and explores how immigration status, systemic racism, and policy intersect to influence access to care, mental health, and quality of life. Participants will identify how these narratives inform recreational therapy practice and will learn strategies to design culturally responsive, trauma-informed, and equity-driven programs. Emphasis is placed on advancing equity by addressing systemic barriers and promoting access, safety, and belonging within recreational therapy settings.

1) Describe at least two systemic barriers (e.g., policy, immigration status, racism) that influence healthcare and leisure access for DACAmented and undocumented individuals. 2) Analyze one composite narrative (“voces perdidas”) by identifying at least two barriers and one expressed need relevant to recreational therapy practice. 3) Develop and share one culturally responsive recreational therapy strategy that promotes belonging, safety, and access for marginalized populations.

Students

This session explores the use of community reintegration as a powerful strategy to foster patient buy-in among individuals with brain injuries. Recognizing that no two brain injuries are alike, presenters will highlight the importance of individualized, holistic approaches that address each patient’s unique physical, cognitive, and psychosocial needs. Attendees will learn how integrating community-based experiences into the therapeutic process can enhance social support networks, improve adherence to treatment recommendations, increase functional carryover and reduce risk of regression. Practical strategies and real-world applications will be shared to support clinicians in effectively incorporating community reintegration into their treatment plans.

1. Upon completion of the session, participants will be able to describe the role community reintegration in promoting patient buy-in and engagement in the therapeutic process for individuals with brain injuries 2. Upon completion of the session, participants will be able to identify three strategies recreation therapists can use to address the diverse needs of patients through community-based interventions. 3. Upon completion of the session, participants will be able to develop a graded approach to community outings that supports cognitive, emotional, and functional carryover from inpatient to real-world environments.

Students spend the majority of their time in school, making it a critical setting for early intervention, connection, and identity development. This session explores a CTRS-led, school-based recreational therapy model that delivers weekly mental health and life skills programming embedded within classroom settings. Through structured, strengths-based group interventions, students develop emotional regulation, communication skills, and social confidence-key protective factors that foster a sense of belonging and long-term well-being. Attendees will learn how recreational therapists can collaborate with educators to implement feasible, impactful programming that is both responsive to student needs and aligned with school priorities. This presentation will highlight real-world implementation strategies, observed outcomes, and increasing demand from schools for embedded therapeutic supports. Additionally, it introduces an innovative extension of this work: using recreational therapy groups as a gateway to expose youth to careers in recreational therapy and allied health professions (ROPS). This approach not only supports student mental health but also contributes to workforce development by increasing awareness and access to helping professions among diverse youth populations. Participants will leave with practical tools, adaptable frameworks, and strategies to implement connection-centered programming that supports both individual growth and systemic impact.

1. Describe at least three benefits of implementing CTRS-led mental health and life skills groups within school settings as an early intervention strategy. 2. Identify two or more strategies for collaborating with educators to integrate recreational therapy programming into classroom environments. 3. Develop one actionable idea for incorporating career pathway exposure into recreational therapy programming for youth.

Belonging is a powerful determinant of health, yet patients in urban inpatient rehabilitation settings often experience cultural disconnection, identity disruption, and social isolation following life-altering illness or injury. Therapeutic Recreation professionals are uniquely positioned to address these challenges through culturally responsive programming that affirms identity, honors lived experience, and fosters authentic connection. This session will explore practical frameworks for integrating culturally responsive care into Recreational Therapy practice within diverse, urban rehabilitation environments. Participants will examine how culture, race, language, socioeconomic status, disability identity, and community context influence engagement, motivation, and perceived belonging during inpatient rehabilitation. Through clinical case examples and program design strategies, attendees will learn how to assess cultural needs, adapt interventions, build psychologically safe group spaces, and collaborate with interdisciplinary teams to promote equitable access to meaningful recreation. Strategies for reducing health disparities and supporting community reintegration will also be discussed. Participants will leave with actionable tools to strengthen culturally responsive assessment, documentation, and intervention planning—ultimately positioning Therapeutic Recreation as a key contributor to belonging as a health outcome.

Upon completion of this session, participants will be able to: Identify at least three factors that influence culturally responsive care in urban rehabilitation settings. Apply one structured framework to adapt a recreation therapy intervention to better support cultural identity and belonging. Develop one measurable strategy to integrate culturally responsive practices into assessment, documentation, or interdisciplinary collaboration.

This session will review a unique program designed to develop vocational skills. Teens who have disabilities often have limited opportunities for summer programming, social interaction, and job skill development. We will explore the development of University of Tennessee Gardens’ Sow 2 Grow program. This program utilizes both horticultural therapy and recreational therapy techniques to give teens with disabilities opportunities to learn about horticulture and connect their interests to future career and leisure opportunities. This presentation will review the development of Sow 2 Grow from idea through implementation. This case example will give participants the ability to see the benefits of needs assessments, program piloting, and program implementation to develop a vocational skill straining program. Presenters will also discuss funding options and share an example of a successful grant application to fund future program development. The session will end with tips and recommendations on program development and evaluation to help practitioners apply recommendations to future program development or enhancement.

1. identify three reasons to utilize needs assessments during the program development stage. 2. discuss the benefits of using horticulture and recreational programs to enhance vocational training for teens with disabilities. 3. explore at least three funding methods to help support recreational therapy programming.

The connection between team functioning and patient outcomes is often evident, but rarely acknowledged and acted upon. This session aims to bridge that gap by introducing a simple framework, based on the ABCs, that helps to build this staff connectivity, resiliency and focus on the wellbeing of employees. Attendees will learn how team behaviors translate into patient experiences and will develop practical approaches to strengthen team culture as a means of improving patient care quality. Examples given will include observed impacts on patient engagement, group participation, and stability within that group. Utilizing these examples will aid in attendees forming action plans for their own environments.

1. Identify at least three observable ways a team’s dynamics directly influence patient engagement, regulation, and participation in programming. 2. Develop an action plan to strengthen team resilience and evaluate its impact on patient-centered outcomes. 3. Demonstrate how intentional team behaviors (e.g. modeling, communication, co-regulation) function as clinical interventions within Recreational Therapy practice.

The connection between team functioning and patient outcomes is often evident, but rarely acknowledged and acted upon. This session aims to bridge that gap by introducing a simple framework, based on the ABCs, that helps to build this staff connectivity, resiliency and focus on the wellbeing of employees. Attendees will learn how team behaviors translate into patient experiences and will develop practical approaches to strengthen team culture as a means of improving patient care quality. Examples given will include observed impacts on patient engagement, group participation, and stability within that group. Utilizing these examples will aid in attendees forming action plans for their own environments.

1. Identify at least three observable ways a team’s dynamics directly influence patient engagement, regulation, and participation in programming. 2. Develop an action plan to strengthen team resilience and evaluate its impact on patient-centered outcomes. 3. Demonstrate how intentional team behaviors (e.g. modeling, communication, co-regulation) function as clinical interventions within Recreational Therapy practice.

The connection between team functioning and patient outcomes is often evident, but rarely acknowledged and acted upon. This session aims to bridge that gap by introducing a simple framework, based on the ABCs, that helps to build this staff connectivity, resiliency and focus on the wellbeing of employees. Attendees will learn how team behaviors translate into patient experiences and will develop practical approaches to strengthen team culture as a means of improving patient care quality. Examples given will include observed impacts on patient engagement, group participation, and stability within that group. Utilizing these examples will aid in attendees forming action plans for their own environments.

1. Identify at least three observable ways a team’s dynamics directly influence patient engagement, regulation, and participation in programming. 2. Develop an action plan to strengthen team resilience and evaluate its impact on patient-centered outcomes. 3. Demonstrate how intentional team behaviors (e.g. modeling, communication, co-regulation) function as clinical interventions within Recreational Therapy practice.

An estimated 21% of children aged 0-17 experience at least one Adverse Childhood Experience (ACE) (Children’s Safety Network, 2024). This session will support participants in further exploring ACEs and childhood trauma, with an emphasis on how early adversity influences a child’s social-emotional development, regulation, and participation in play and leisure. Participants will examine the role of Therapeutic Recreation in supporting pediatric patients with developmental trauma, including the use of trauma-informed, strength-based and developmentally appropriate recreation and leisure interventions to mitigate the impacts of trauma experiences and support best outcomes. The session will review key assessment considerations relevant to TR practice, assisting in intervention planning with a child’s developmental stage, emotional needs, participation goals, and caregiver education. Case examples will demonstrate how TR interventions can be tailored to meet the needs of children with developmental trauma, leveraging play and leisure to support health and wellbeing, connection and resilience across home, school, and community environments.

1. Review key components of ACEs and childhood trauma and describe at least two ways how early adversity can influence a child’s development. 2. Describe the role of Therapeutic Recreation in supporting patients with developmental trauma across the lifespan. 3. Review at least three care planning considerations as it relates to TR behavioral health practice, demonstrating how a child’s developmental stage informs assessment and intervention planning.

Recreational therapists can and should play a critical role in shaping access to services by translating program needs into clearly defined, fundable initiatives. Using real life examples from the Texas Parks and Wildlife Department Accessibility program, this session explores how RTs can influence funding systems through partnerships, foundations, and collaborative grant processes without ever writing a grant application themselves. Attendees will gain practical strategies to communicate purpose, build trust-based relationships, and align funding with meaningful participation outcomes.

1. Describe how funding systems include access, participation, and outcomes in recreational therapy 2. Identify at least 3 strategies to effectively communicate program needs to foundations, donors, and grant writers 3. Develop one actionable approach to leverage partnerships or existing funding structures to expand program access in their setting

Recreational therapists can and should play a critical role in shaping access to services by translating program needs into clearly defined, fundable initiatives. Using real life examples from the Texas Parks and Wildlife Department Accessibility program, this session explores how RTs can influence funding systems through partnerships, foundations, and collaborative grant processes without ever writing a grant application themselves. Attendees will gain practical strategies to communicate purpose, build trust-based relationships, and align funding with meaningful participation outcomes.

1. Describe how funding systems include access, participation, and outcomes in recreational therapy 2. Identify at least 3 strategies to effectively communicate program needs to foundations, donors, and grant writers 3. Develop one actionable approach to leverage partnerships or existing funding structures to expand program access in their setting

Recreational therapists can and should play a critical role in shaping access to services by translating program needs into clearly defined, fundable initiatives. Using real life examples from the Texas Parks and Wildlife Department Accessibility program, this session explores how RTs can influence funding systems through partnerships, foundations, and collaborative grant processes without ever writing a grant application themselves. Attendees will gain practical strategies to communicate purpose, build trust-based relationships, and align funding with meaningful participation outcomes.

1. Describe how funding systems include access, participation, and outcomes in recreational therapy 2. Identify at least 3 strategies to effectively communicate program needs to foundations, donors, and grant writers 3. Develop one actionable approach to leverage partnerships or existing funding structures to expand program access in their setting

High‑quality student learning experiences are essential to preparing therapeutic recreation students for competent, confident entry into professional practice while also supporting staff development and organizational workforce goals. This session is designed to help support and strengthen student experiences from an organizational perspective. Attendees will be introduced to Vygotsky’s Zone of Proximal Development, emphasizing how therapists can scaffold learning, adjust supervision levels, and promote progressive independence without overwhelming the student or the clinical environment. This course is not designed to replace or replicate existing current internship supervision support courses. Instead, participants will gain practical strategies for welcoming, orienting, and supporting students through various stages of learning. This will be done through highlighting real-world examples of successful student internship projects, illustrating how student involvement and help contribute to patient care and organizational/departmental goals. Attendees will leave with concrete takeaways, tools, and examples they can immediately apply when hosting students of all levels.

1. Identify and apply Vygotsky’s zones of proximal development and how that relates to student learning and scaffolding of clinical responsibilities. 2. Identify a minimum of three strategies to create a student learning environment that is mutually beneficial for the student, professional, and institution. 3. Demonstrate the ability to adapt previous student project examples into actionable, setting‑specific project ideas for future student experiences.

All

Daily, our unhoused community members navigate profoundly complex systems, often living with unmanaged chronic health conditions and minimal structural or individual supports. Lack of affordable housing, stagnant income, rising housing costs, inadequate access to equitable high-quality healthcare, and systemic racism and marginalization are all noted as key contributors to homelessness. This session explores the intersection between the Homelessness Response System, Medical Respite Care, and Recreation Therapy. Specifically, we will examine causes of and populations experiencing homelessness, associated unmanaged chronic health conditions, foundational information of homelessness response systems, medical respite care core principles and services, and the critical need for the expansion of Recreation Therapy within these systems. We will highlight approaches for Recreation Therapists to successfully engage, advocate, and advance the field of Recreation Therapy in these systems to improve health outcomes, housing outcomes, and quality of life for unhoused community members. Recreation Therapists are uniquely qualified to be a part of the solution to end homelessness and housing instability please join this session to learn how!

1) Learners will be able to list at least five primary structural and individual causes of homelessness, citing data from sources such as the National Alliance to End Homelessness (NAEH), the National Health Care for the Homeless Council (NHCHC), and Housing and Urban Development (HUD). 2) Learners will be able to define the core services of medical respite care and the need for expanded Therapeutic Recreation as a core service within the models of care. 3) Learners will be able to list five approaches they can utilize to engage, advocate, and advance the field of Recreation Therapy within medical respite care and homelessness response systems to improve health outcomes, housing outcomes, and quality of life for community members experiencing homelessness.

This session will introduce Therapeutic and Inclusive Recreation Programming (TIRP) in schools as a way to mobilize collective efforts to increase access to comprehensive, quality programming that promotes school connectedness, social-emotional health, and self-determination. TIRP is defined as recreation-based activities designed to support the social, emotional, physical, and academic growth of all students through adaptable, student-centered, and engaging experiences. Grounded in the Whole School, Whole Community, Whole Child (WSCC) framework, this session presents findings from a multi-year design-based mixed methods study conducted in Arizona schools. The research examined program delivery and student outcomes using observations, journals, surveys, and iterative collaboration with community partners to refine implementation. The session introduces the Guide to Therapeutic and Inclusive Recreation Programming in Arizona Schools as a tool to support implementation across school settings. The guide outlines key guiding principles (e.g., student-centered, equitable, collaborative) and programming components (recreational therapy, activity-based learning, recreation instruction, and play) necessary to establish comprehensive and sustainable programming.

• Attendees will be able to describe the principles and programming components of exemplary Therapeutic and Inclusive Recreation Programming (TIRP) to promote school connectedness, social-emotional health, and self-determination before, during, and after school. • Attendees will be able to explain how coordination of process, practice, policy, and funding supports the evidence-based implementation and sustainability of TIRP in schools. • Attendees will be able to identify strategies to advocate for and advance the integration of therapeutic and inclusive recreation in schools to enhance school connectedness and student health outcomes.

This session explores the use of community reintegration as a powerful strategy to foster patient buy-in among individuals with brain injuries. Recognizing that no two brain injuries are alike, presenters will highlight the importance of individualized, holistic approaches that address each patient’s unique physical, cognitive, and psychosocial needs. Attendees will learn how integrating community-based experiences into the therapeutic process can enhance social support networks, improve adherence to treatment recommendations, increase functional carryover and reduce risk of regression. Practical strategies and real-world applications will be shared to support clinicians in effectively incorporating community reintegration into their treatment plans.

1. Upon completion of the session, participants will be able to describe the role community reintegration in promoting patient buy-in and engagement in the therapeutic process for individuals with brain injuries 2. Upon completion of the session, participants will be able to identify three strategies recreation therapists can use to address the diverse needs of patients through community-based interventions. 3. Upon completion of the session, participants will be able to develop a graded approach to community outings that supports cognitive, emotional, and functional carryover from inpatient to real-world environments.

During the event, we will formally recognize the 2026 ATRA Awards recipients and honor distinguished contributors to the profession. This is an excellent opportunity to engage with the community and celebrate excellence in recreational therapy.

Students spend the majority of their time in school, making it a critical setting for early intervention, connection, and identity development. This session explores a CTRS-led, school-based recreational therapy model that delivers weekly mental health and life skills programming embedded within classroom settings. Through structured, strengths-based group interventions, students develop emotional regulation, communication skills, and social confidence-key protective factors that foster a sense of belonging and long-term well-being. Attendees will learn how recreational therapists can collaborate with educators to implement feasible, impactful programming that is both responsive to student needs and aligned with school priorities. This presentation will highlight real-world implementation strategies, observed outcomes, and increasing demand from schools for embedded therapeutic supports. Additionally, it introduces an innovative extension of this work: using recreational therapy groups as a gateway to expose youth to careers in recreational therapy and allied health professions (ROPS). This approach not only supports student mental health but also contributes to workforce development by increasing awareness and access to helping professions among diverse youth populations. Participants will leave with practical tools, adaptable frameworks, and strategies to implement connection-centered programming that supports both individual growth and systemic impact.

1. Describe at least three benefits of implementing CTRS-led mental health and life skills groups within school settings as an early intervention strategy. 2. Identify two or more strategies for collaborating with educators to integrate recreational therapy programming into classroom environments. 3. Develop one actionable idea for incorporating career pathway exposure into recreational therapy programming for youth.

Connecting Recreational Therapy to the future begins with an upward spiral of growth, innovation, and professional recognition. This session uses Barbara Fredrickson’s Broaden-and-Build Theory (2004) as a foundational lens to rethink the longevity of our profession. This session explores how fostering positive emotions and high-quality experiences among clients, clinicians, and administrators "broadens" our collective mindset—moving the profession toward the "novel thoughts and activities" required to secure administrative buy-in and diversify funding. Building on this theoretical foundation, this session will connect theory to practice through RT Medicaid reimbursement in Utah's "Wild West". This session will examine the Utah licensure structure and the legislative advocacy efforts that have paved the way for modern practice. Participants will learn how to leverage facility data as a powerful marketing tool to demonstrate value to stakeholders and decision-makers. Professionals can use the Broaden-and-Build framework with pragmatic billing strategies to elevate their professional status and connect to the future of recreational therapy practice.

By the end of this session, participants will be able to: 1. Explain the application of the Broaden-and-Build Theory in establishing the sustainability and professional status of Recreational Therapy. 2. Analyze the role of "novel thoughts and activities" in securing administrator buy-in and diversifying program funding. 3. Discuss how data collection from facilities can be leveraged to market RT services to stakeholders and decision-makers. 4. Identify one action step to Broaden and Build the Practice of Recreational Therapy.

At a time when belonging and connection are being recognized as foundational to health and well-being, recreational therapists are uniquely positioned to lead from that same place within their own teams and organizations. This session bridges Brené Brown's Dare to Lead framework with the NCTRC job analysis areas, offering practical tools for RT professionals at all levels to lead more authentically, build trust with clients and colleagues, and foster cultures of belonging in RT settings. Participants will explore the four skill sets of courageous leadership: (1) rumbling with vulnerability, (2) living into our values, (3) braving trust, and (4) learning to rise. This will be done through engaging discussions and hands-on activities, with direct application to professionalism, implementation, and administration in RT practice. Whether you are a seasoned RT manager or an emerging leader, you will leave with actionable strategies to strengthen your leadership, deepen your connection with the people you serve, and play a meaningful role in building a practice rooted in belonging.

1. Participants will be able to identify at least one practical application of the Dare to Lead framework and connect it to at least two NCTRC job analysis areas, including Professionalism, Implementation, or Administration. 2. Participants will be able to describe at least two of the four skill sets of courageous leadership from Brené Brown's Dare to Lead framework and explain how they support belonging and connection in RT practice and leadership. 3. Participants will be able to apply at least one strategy from the Dare to Lead framework to a real or hypothetical scenario in their RT role.

Students spend the majority of their time in school, making it a critical setting for early intervention, connection, and identity development. This session explores a CTRS-led, school-based recreational therapy model that delivers weekly mental health and life skills programming embedded within classroom settings. Through structured, strengths-based group interventions, students develop emotional regulation, communication skills, and social confidence-key protective factors that foster a sense of belonging and long-term well-being. Attendees will learn how recreational therapists can collaborate with educators to implement feasible, impactful programming that is both responsive to student needs and aligned with school priorities. This presentation will highlight real-world implementation strategies, observed outcomes, and increasing demand from schools for embedded therapeutic supports. Additionally, it introduces an innovative extension of this work: using recreational therapy groups as a gateway to expose youth to careers in recreational therapy and allied health professions (ROPS). This approach not only supports student mental health but also contributes to workforce development by increasing awareness and access to helping professions among diverse youth populations. Participants will leave with practical tools, adaptable frameworks, and strategies to implement connection-centered programming that supports both individual growth and systemic impact.

1. Describe at least three benefits of implementing CTRS-led mental health and life skills groups within school settings as an early intervention strategy. 2. Identify two or more strategies for collaborating with educators to integrate recreational therapy programming into classroom environments. 3. Develop one actionable idea for incorporating career pathway exposure into recreational therapy programming for youth.

The connection between team functioning and patient outcomes is often evident, but rarely acknowledged and acted upon. This session aims to bridge that gap by introducing a simple framework, based on the ABCs, that helps to build this staff connectivity, resiliency and focus on the wellbeing of employees. Attendees will learn how team behaviors translate into patient experiences and will develop practical approaches to strengthen team culture as a means of improving patient care quality. Examples given will include observed impacts on patient engagement, group participation, and stability within that group. Utilizing these examples will aid in attendees forming action plans for their own environments.

1. Identify at least three observable ways a team’s dynamics directly influence patient engagement, regulation, and participation in programming. 2. Develop an action plan to strengthen team resilience and evaluate its impact on patient-centered outcomes. 3. Demonstrate how intentional team behaviors (e.g. modeling, communication, co-regulation) function as clinical interventions within Recreational Therapy practice.

The connection between team functioning and patient outcomes is often evident, but rarely acknowledged and acted upon. This session aims to bridge that gap by introducing a simple framework, based on the ABCs, that helps to build this staff connectivity, resiliency and focus on the wellbeing of employees. Attendees will learn how team behaviors translate into patient experiences and will develop practical approaches to strengthen team culture as a means of improving patient care quality. Examples given will include observed impacts on patient engagement, group participation, and stability within that group. Utilizing these examples will aid in attendees forming action plans for their own environments.

1. Identify at least three observable ways a team’s dynamics directly influence patient engagement, regulation, and participation in programming. 2. Develop an action plan to strengthen team resilience and evaluate its impact on patient-centered outcomes. 3. Demonstrate how intentional team behaviors (e.g. modeling, communication, co-regulation) function as clinical interventions within Recreational Therapy practice.

This session will examine how a large pediatric hospital system has intentionally advanced the Therapeutic Recreation (TR) profession through strategic investment in workforce development, career progression, and professional identity. Participants will gain insight into how TR clinicians can extend their impact beyond direct patient care by engaging in structured growth pathways that support clinical expertise, leadership development, and long-term professional advancement. Access to ongoing career development opportunities is grounded in research and promotes therapist engagement, supports retention, and contributes to reduced burnout. Key takeaways will include examples of mentorship models, clinical ladder programs, leading evidence-based practice (EBP) programming, and opportunities for specialization. The session will highlight how engagement in EBP, quality and process improvement, and access to continuing education, professional development, and leadership opportunities strengthen clinical practice and professional skills. Participants will also explore advocacy-focused strategies that elevate the visibility and value of TR within healthcare systems. Attendees will leave with concrete strategies and adaptable frameworks to advance the TR profession, support clinician growth, and strengthen the long-term impact of TR services within their own organizations.

Upon completion of the session, participants will be able to: 1. identify at least 3 clinical skill development opportunities that can be used to support and advance the TR practice within a healthcare setting. 2. identify at least 3 professional development opportunities that support career advancement, specialization and leadership growth for TR clinicians. 3. identify at least 3 advocacy efforts that support recognition, sustainability, and advancement of the TR profession.

All

This session explores the essential role of recreation therapy across the continuum of care, highlighting how therapeutic recreation interventions support patients from acute hospitalization through community reintegration and beyond. Attendees will gain insight into how recreation therapists address physical, cognitive, emotional, and social needs using meaningful, activity-based interventions tailored to each stage of recovery using real life case studies. Through real-world examples and interdisciplinary perspectives, this session will examine the unique contributions of recreation therapy in acute care, inpatient rehabilitation and community-based settings. Emphasis will be placed on promoting functional independence, enhancing quality of life, and facilitating successful transitions between levels of care. Participants will leave with a deeper understanding of how recreation therapy bridges gaps in the healthcare system, supports patient-centered outcomes, and fosters long-term engagement in meaningful life activities.

1. Identify at least three distinct roles of recreation therapy within different stages of the continuum of care (e.g., acute care, inpatient rehabilitation, community-based care). 2. Differentiate how recreation therapy interventions are adapted across at least two levels of care to address patients’ physical, cognitive, and psychosocial needs. 3. Apply knowledge of the continuum of care by developing one example intervention or goal that supports patient transition from one care setting to another.

As the healthcare landscape shifts toward social prescribing, recreational therapists are uniquely positioned to spearhead sexual wellness initiatives for the IDD community. This session provides a high-level roadmap of the newly released ATRA Sexual Wellness through RT Intensive, an evidence-based framework designed to transition the profession from clinical avoidance to proactive advocacy and treatment. By integrating social skills development and comprehensive sexual health education through the APIED process, we equip RTs to serve as the primary providers of social referrals - supporting the essential human rights to intimacy, safety, and authentic community belonging.

1) Identify three systemic barriers to sexual wellness for individuals with IDD and the corresponding role of the recreational therapist in advocating for equitable, trauma-informed care. 2) Describe the application of the APIED process to integrate Comprehensive Sexuality Education (CSE) into individualized RT treatment planning for individuals with IDD. 3) Explain the relationship between leisure-based social skill development and the implementation of sexual health interventions as a pathway for social prescribing in IDD care.

This session will introduce Therapeutic and Inclusive Recreation Programming (TIRP) in schools as a way to mobilize collective efforts to increase access to comprehensive, quality programming that promotes school connectedness, social-emotional health, and self-determination. TIRP is defined as recreation-based activities designed to support the social, emotional, physical, and academic growth of all students through adaptable, student-centered, and engaging experiences. Grounded in the Whole School, Whole Community, Whole Child (WSCC) framework, this session presents findings from a multi-year design-based mixed methods study conducted in Arizona schools. The research examined program delivery and student outcomes using observations, journals, surveys, and iterative collaboration with community partners to refine implementation. The session introduces the Guide to Therapeutic and Inclusive Recreation Programming in Arizona Schools as a tool to support implementation across school settings. The guide outlines key guiding principles (e.g., student-centered, equitable, collaborative) and programming components (recreational therapy, activity-based learning, recreation instruction, and play) necessary to establish comprehensive and sustainable programming.

• Attendees will be able to describe the principles and programming components of exemplary Therapeutic and Inclusive Recreation Programming (TIRP) to promote school connectedness, social-emotional health, and self-determination before, during, and after school. • Attendees will be able to explain how coordination of process, practice, policy, and funding supports the evidence-based implementation and sustainability of TIRP in schools. • Attendees will be able to identify strategies to advocate for and advance the integration of therapeutic and inclusive recreation in schools to enhance school connectedness and student health outcomes.

This session was designed for emerging and seasoned professionals transitioning into mental health. Participants will be provided a comprehensive overview of behavioral health programming within an acute hospital and partial hospitalization setting. Attendees will explore evidence-based group dynamics, innovative intervention strategies, and the unique role of a sole Recreation Therapist within a multidisciplinary Expressive Therapy team. NCTRC Job Analysis areas include: Planning, Implementation, Evaluation/Documentation.

Upon completion of the session, participants will be able to identify at least three ways to manage acute symptoms/behaviors during group. Upon completion of the session, identify at least three ways that the participant can assist patients’ with building intrinsic motivation to engage in recreation therapy groups. Upon completion of the session, participants will be able to identify at least three structured task alternatives for patients to engage in during group.

This session explores how the Arizona State Therapeutic Recreation Association (ASTRA) has strategically leveraged conferences as a catalyst for organizational growth, resulting in increased membership, deeper engagement, and stronger professional identity among recreational therapists. Grounded in established theoretical frameworks; including Self-Determination, Communities of Practice, Social Capital, and Maslow’s Hierarchy of Needs, this session reframes conferences as more than events, positioning them as developmental environments that foster connection, belonging, and leadership within the profession. Drawing on examples from ASTRA’s conference planning and implementation, attendees will learn practical strategies to strengthen professional relationships, support skill development and confidence, and create clear pathways for involvement.

1. Identify two theory-informed strategies (e.g., Self-Determination Theory, Communities of Practice) to promote member engagement and professional competency. 2. Apply at least three strategies for using conference design (e.g., sessions, networking, programming) to develop professional relationships, enhance stakeholder engagement, and align with member needs, interests, and professional development goals. 3. Evaluate two facilitation strategies used in conference programming to promote participation, inclusion, and leadership.

All

This session will examine how a large pediatric hospital system has intentionally advanced the Therapeutic Recreation (TR) profession through strategic investment in workforce development, career progression, and professional identity. Participants will gain insight into how TR clinicians can extend their impact beyond direct patient care by engaging in structured growth pathways that support clinical expertise, leadership development, and long-term professional advancement. Access to ongoing career development opportunities is grounded in research and promotes therapist engagement, supports retention, and contributes to reduced burnout. Key takeaways will include examples of mentorship models, clinical ladder programs, leading evidence-based practice (EBP) programming, and opportunities for specialization. The session will highlight how engagement in EBP, quality and process improvement, and access to continuing education, professional development, and leadership opportunities strengthen clinical practice and professional skills. Participants will also explore advocacy-focused strategies that elevate the visibility and value of TR within healthcare systems. Attendees will leave with concrete strategies and adaptable frameworks to advance the TR profession, support clinician growth, and strengthen the long-term impact of TR services within their own organizations.

Upon completion of the session, participants will be able to: 1. identify at least 3 clinical skill development opportunities that can be used to support and advance the TR practice within a healthcare setting. 2. identify at least 3 professional development opportunities that support career advancement, specialization and leadership growth for TR clinicians. 3. identify at least 3 advocacy efforts that support recognition, sustainability, and advancement of the TR profession.

All

This session provides a comprehensive exploration of the ATRA Scope of Practice in Recreational Therapy, emphasizing the professional roles and responsibilities that guide ethical and effective service delivery. Presenters will describe how the scope of practice was shaped by credentialing standards, professional competencies, recreational therapists, and evidence-based practice. Emphasis on the sequential process, specific steps, and distinct phases utilized in the developments of the Scope will be identified. The session will also focus on how recreational therapists can apply the ATRA Scope of Practice to guide decision-making, ensure ethical and competent service delivery, and advocate for their role within interdisciplinary teams. Through applied examples and case scenarios, attendees will gain practical strategies for using scope of practice as an advocacy tool to strengthen professional identity, support appropriate intervention selection, and communicate the value of recreational therapy across settings. This session is designed for all recreational therapy professionals, students, and educators.

1. Verbalize the definition of the ATRA Scope of Practice in Recreational Therapy and explain its key components, including roles, responsibilities, and uses. 2. Verbalize the steps and phases taken to develop the recreational therapy scope of practice, including the role of professional organizations, credentialing standards, and evolving evidence-based practices. 3. Apply the ATRA Scope of Practice as an advocacy tool to promote recreational therapy to supervisors, administrators, and decision makers.

All

Social Prescribing is a model of practice that is an important topic for all recreational therapy speciality areas. It is essential that all recreational therapists understand the implications of social prescribing for their own practice. This session will describe ATRA's work to date. During the session, participants will review key words, case studies of application to the field, and a decision-tree method for incorporating social prescribing in any area of practice. Panelists include specialists from pediatrics, rehabilitation, older adult, and private practice. Each participant will leave with an action plan for integrating social prescribing into their own practice.

The participants will be able to 1. List three key words that are associated with recreational therapy and the application to social prescribing 2. Describe a decision tree to promote the integration of social prescribing into practice. 3. Identify a specific action plan for applying social prescribing mechanisms to their service area (e.g. pediatrics, rehabilitation, older adults, community-based practice, private practice, education).

All

As the emphasis on evidence-based and evidence-informed practice continues to grow, understanding how Recreational Therapy (RT) professionals engage with research in real-world settings is critical. This interactive session presents findings from a national survey of RT practitioners examining how professionals access, interpret, and apply research evidence, theoretical frameworks, and professional experience in practice. In addition to presenting findings, this session actively engages participants through live polling and structured reflection to capture real-time practitioner perspectives. These interactive components are designed to validate, extend, and contextualize survey findings, contributing to ongoing research refinement and future dissemination. Attendees will not only gain insight into national trends in evidence use, but will also contribute to a broader understanding of how knowledge is applied in practice. This session is part of a complementary set of presentations examining the RT evidence ecosystem, linking research production, dissemination, and utilization across the profession.

Analyze how Recreational Therapy practitioners use research, theory, and experiential knowledge in real-world practice, based on national survey findings Identify key barriers and contextual factors that influence the integration of evidence-informed practice across RT settings Apply strategies to strengthen the translation and use of research evidence within their own professional practice

All

This presentation will describe the preliminary effects of a 3-dimensional puzzle-based virtual reality intervention on cognitive and psychological outcomes in older adults with mild cognitive impairment (MCI) and healthy older adults. The session will introduce the rationale for using virtual reality as an engaging, nonpharmacological recreational therapy approach to support cognitive health in aging populations. Pre-post findings will be presented on global cognition, mental rotation, memory and cognitive confidence, and depressive symptoms. Results suggest that participants with MCI showed improvements in global cognition, depressive symptoms, and perceived cognitive confidence, while healthy older adults demonstrated more limited change. The presentation will also address practical implications for recreational therapy practice, including how puzzle-based virtual reality activities may be used to promote cognitive engagement and emotional well-being among older adults. Consideration will be given to preliminary limitations, including missing self-report data and the need for future controlled studies.

(1). Describe the preliminary effects of a 3-dimensional puzzle-based virtual reality intervention on cognitive and psychological outcomes in older adults with mild cognitive impairment and healthy older adults. (2). Identify at least two ways virtual reality-based puzzle activities can be applied within recreational therapy practice to support cognitive engagement and emotional well-being in older adults. (3). Discuss at least two clinical and research considerations for implementing virtual reality interventions in recreational therapy settings, including participant response, missing self-report data, and the need for further controlled study.

This presentation will describe the preliminary effects of a 3-dimensional puzzle-based virtual reality intervention on cognitive and psychological outcomes in older adults with mild cognitive impairment (MCI) and healthy older adults. The session will introduce the rationale for using virtual reality as an engaging, nonpharmacological recreational therapy approach to support cognitive health in aging populations. Pre-post findings will be presented on global cognition, mental rotation, memory and cognitive confidence, and depressive symptoms. Results suggest that participants with MCI showed improvements in global cognition, depressive symptoms, and perceived cognitive confidence, while healthy older adults demonstrated more limited change. The presentation will also address practical implications for recreational therapy practice, including how puzzle-based virtual reality activities may be used to promote cognitive engagement and emotional well-being among older adults. Consideration will be given to preliminary limitations, including missing self-report data and the need for future controlled studies.

(1). Describe the preliminary effects of a 3-dimensional puzzle-based virtual reality intervention on cognitive and psychological outcomes in older adults with mild cognitive impairment and healthy older adults. (2). Identify at least two ways virtual reality-based puzzle activities can be applied within recreational therapy practice to support cognitive engagement and emotional well-being in older adults. (3). Discuss at least two clinical and research considerations for implementing virtual reality interventions in recreational therapy settings, including participant response, missing self-report data, and the need for further controlled study.

The PERMA model is a foundational framework in positive psychology that identifies five key elements of well-being. This session will provide an overview of the PERMA model and explore practical, evidence-informed strategies for integrating its principles into recreational therapy practice across diverse populations. Attendees will gain actionable tools to enhance client outcomes and support overall well-being through purposeful, strengths-based interventions.

1) Explain the 5 elements of the PERMA model 2) Identify how each element can show up during Recreational Therapy sessions 3) Design at least 1 PERMA informed intervention for your patient population

All

An estimated 21% of children aged 0-17 experience at least one Adverse Childhood Experience (ACE) (Children’s Safety Network, 2024). This session will support participants in further exploring ACEs and childhood trauma, with an emphasis on how early adversity influences a child’s social-emotional development, regulation, and participation in play and leisure. Participants will examine the role of Therapeutic Recreation in supporting pediatric patients with developmental trauma, including the use of trauma-informed, strength-based and developmentally appropriate recreation and leisure interventions to mitigate the impacts of trauma experiences and support best outcomes. The session will review key assessment considerations relevant to TR practice, assisting in intervention planning with a child’s developmental stage, emotional needs, participation goals, and caregiver education. Case examples will demonstrate how TR interventions can be tailored to meet the needs of children with developmental trauma, leveraging play and leisure to support health and wellbeing, connection and resilience across home, school, and community environments.

1. Review key components of ACEs and childhood trauma and describe at least two ways how early adversity can influence a child’s development. 2. Describe the role of Therapeutic Recreation in supporting patients with developmental trauma across the lifespan. 3. Review at least three care planning considerations as it relates to TR behavioral health practice, demonstrating how a child’s developmental stage informs assessment and intervention planning.

Recreational Therapy (RT) scholarship has expanded significantly over the past two decades, yet questions remain regarding how effectively this growing body of evidence is disseminated and translated into practice. This session presents findings from a 20-year hybrid bibliometric and content analysis (2005–2025) designed to map the structure, trends, and gaps within RT research and to inform future knowledge dissemination strategies. Drawing on over 24,000 publications indexed in Scopus, Web of Science, and PubMed, this study integrates quantitative bibliometric mapping (publication trends, keyword co-occurrence, and collaboration networks) with qualitative content analysis (populations served, practice settings, intervention modalities, outcomes, and theoretical frameworks). Findings highlight areas of growth—including mindfulness-based interventions, adaptive sport, and digital health—alongside persistent gaps in community-based practice, lifespan approaches, equity-focused research, and theory integration. Beyond identifying trends, this session explicitly examines how knowledge is produced and disseminated within the RT field, including patterns of scholarly communication, accessibility of evidence, and implications for knowledge translation. These findings are positioned within a broader effort to strengthen the research-to-practice pipeline. Importantly, this session is part of a paired set of presentations. A complementary session will present findings from a national RT practitioner survey examining how professionals access, interpret, and apply research in practice. Together, these sessions offer a multi-level perspective on how evidence is generated, disseminated, and utilized, providing critical insight into alignment—and misalignment—across the profession.

1) Synthesize major trends and thematic patterns in Recreational Therapy research over a 20-year period using bibliometric and content analysis approaches, 2) Critically examine gaps in the RT evidence base, including populations, practice settings, and theoretical integration Assess how knowledge dissemination patterns influence the accessibility and application of research in practice, 3) Integrate insights from research production and dissemination to inform evidence-informed practice, program development, and professional decision-making, 4) Identify opportunities to strengthen knowledge translation and align future research with practitioner needs.

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Research Institute 1 contains the following research oral presentations and researchers: 3-Dimensional Puzzle-Based Virtual Reality Intervention for Mental Rotation in Older Adults With Mild Cognitive Impairment Researchers: Yongseop Kim, PhD, MPH, TRS, CTRS; Jay Kim, PhD, CTRS.; Chung Sup Lee, PhD, CTRS; Junhyoung Kim, PhD The Effects of a Theme-Based Movement Intervention with Older Adults in a Veteran Long-term Care Community Researchers: Shelly Bates, PhD, CTRS Why Does Engagement Matter? The Association of Recreational Activity Engagement with Functional Ability in Long-term Care Residents Researchers: Rhonda Nelson, Ph.D., MTRS, CTRS, FDRT; Allison R. Heid, Ph.D; Kimberly S. Van Haitsma, Ph.D Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Students

Research Institute 1 contains the following research oral presentations and researchers: 3-Dimensional Puzzle-Based Virtual Reality Intervention for Mental Rotation in Older Adults With Mild Cognitive Impairment Researchers: Yongseop Kim, PhD, MPH, TRS, CTRS; Jay Kim, PhD, CTRS.; Chung Sup Lee, PhD, CTRS; Junhyoung Kim, PhD The Effects of a Theme-Based Movement Intervention with Older Adults in a Veteran Long-term Care Community Researchers: Shelly Bates, PhD, CTRS Why Does Engagement Matter? The Association of Recreational Activity Engagement with Functional Ability in Long-term Care Residents Researchers: Rhonda Nelson, Ph.D., MTRS, CTRS, FDRT; Allison R. Heid, Ph.D; Kimberly S. Van Haitsma, Ph.D Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Students

Research Institute 1 contains the following research oral presentations and researchers: 3-Dimensional Puzzle-Based Virtual Reality Intervention for Mental Rotation in Older Adults With Mild Cognitive Impairment Researchers: Yongseop Kim, PhD, MPH, TRS, CTRS; Jay Kim, PhD, CTRS.; Chung Sup Lee, PhD, CTRS; Junhyoung Kim, PhD The Effects of a Theme-Based Movement Intervention with Older Adults in a Veteran Long-term Care Community Researchers: Shelly Bates, PhD, CTRS Why Does Engagement Matter? The Association of Recreational Activity Engagement with Functional Ability in Long-term Care Residents Researchers: Rhonda Nelson, Ph.D., MTRS, CTRS, FDRT; Allison R. Heid, Ph.D; Kimberly S. Van Haitsma, Ph.D Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Students

Apathy is one of the most prevalent symptoms of dementia, often co-occurring with depression and negatively impacting engagement in care. While movement-based and reminiscence interventions independently demonstrate benefits for psychosocial and cognitive outcomes, their combined application remains underexplored, particularly among older male Veterans. This session will present findings from a 12-week, theme-based movement-with-reminiscence intervention implemented in a long-term care setting. Participants will learn how choreographed, music-based movement, paired with structured reminiscence prompts, can enhance mood, increase engagement, and reduce apathy in adults with dementia. The intervention integrates person-centered care principles by incorporating participant preferences, life histories, and meaningful themes into session design. Outcomes from the study demonstrated significant improvements in apathy, mood, engagement, and grip strength, supporting the value of this low-cost, non-pharmacological approach. In addition to reviewing results, this session will provide practical strategies for Certified Therapeutic Recreation Specialists (CTRSs) and interdisciplinary professionals to implement similar programming across settings. Attendees will gain insight into session structure, facilitation techniques, and methods for adapting interventions to meet diverse cognitive and physical abilities.

1. Describe the impact of apathy on individuals with dementia and explain the rationale for using combined movement and reminiscence interventions in recreational therapy practice. 2. Identify at least three key components of a theme-based movement with reminiscence intervention, including session structure, use of music, and incorporation of person-centered prompts. 3. Apply practical strategies to adapt and implement movement-based reminiscence programming to improve mood, engagement, and functional outcomes among older adults with dementia in a variety of care settings.

Apathy is one of the most prevalent symptoms of dementia, often co-occurring with depression and negatively impacting engagement in care. While movement-based and reminiscence interventions independently demonstrate benefits for psychosocial and cognitive outcomes, their combined application remains underexplored, particularly among older male Veterans. This session will present findings from a 12-week, theme-based movement-with-reminiscence intervention implemented in a long-term care setting. Participants will learn how choreographed, music-based movement, paired with structured reminiscence prompts, can enhance mood, increase engagement, and reduce apathy in adults with dementia. The intervention integrates person-centered care principles by incorporating participant preferences, life histories, and meaningful themes into session design. Outcomes from the study demonstrated significant improvements in apathy, mood, engagement, and grip strength, supporting the value of this low-cost, non-pharmacological approach. In addition to reviewing results, this session will provide practical strategies for Certified Therapeutic Recreation Specialists (CTRSs) and interdisciplinary professionals to implement similar programming across settings. Attendees will gain insight into session structure, facilitation techniques, and methods for adapting interventions to meet diverse cognitive and physical abilities.

1. Describe the impact of apathy on individuals with dementia and explain the rationale for using combined movement and reminiscence interventions in recreational therapy practice. 2. Identify at least three key components of a theme-based movement with reminiscence intervention, including session structure, use of music, and incorporation of person-centered prompts. 3. Apply practical strategies to adapt and implement movement-based reminiscence programming to improve mood, engagement, and functional outcomes among older adults with dementia in a variety of care settings.

Apathy is one of the most prevalent symptoms of dementia, often co-occurring with depression and negatively impacting engagement in care. While movement-based and reminiscence interventions independently demonstrate benefits for psychosocial and cognitive outcomes, their combined application remains underexplored, particularly among older male Veterans. This session will present findings from a 12-week, theme-based movement-with-reminiscence intervention implemented in a long-term care setting. Participants will learn how choreographed, music-based movement, paired with structured reminiscence prompts, can enhance mood, increase engagement, and reduce apathy in adults with dementia. The intervention integrates person-centered care principles by incorporating participant preferences, life histories, and meaningful themes into session design. Outcomes from the study demonstrated significant improvements in apathy, mood, engagement, and grip strength, supporting the value of this low-cost, non-pharmacological approach. In addition to reviewing results, this session will provide practical strategies for Certified Therapeutic Recreation Specialists (CTRSs) and interdisciplinary professionals to implement similar programming across settings. Attendees will gain insight into session structure, facilitation techniques, and methods for adapting interventions to meet diverse cognitive and physical abilities.

1. Describe the impact of apathy on individuals with dementia and explain the rationale for using combined movement and reminiscence interventions in recreational therapy practice. 2. Identify at least three key components of a theme-based movement with reminiscence intervention, including session structure, use of music, and incorporation of person-centered prompts. 3. Apply practical strategies to adapt and implement movement-based reminiscence programming to improve mood, engagement, and functional outcomes among older adults with dementia in a variety of care settings.

This session explores the use of community reintegration as a powerful strategy to foster patient buy-in among individuals with brain injuries. Recognizing that no two brain injuries are alike, presenters will highlight the importance of individualized, holistic approaches that address each patient’s unique physical, cognitive, and psychosocial needs. Attendees will learn how integrating community-based experiences into the therapeutic process can enhance social support networks, improve adherence to treatment recommendations, increase functional carryover and reduce risk of regression. Practical strategies and real-world applications will be shared to support clinicians in effectively incorporating community reintegration into their treatment plans.

1. Upon completion of the session, participants will be able to describe the role community reintegration in promoting patient buy-in and engagement in the therapeutic process for individuals with brain injuries 2. Upon completion of the session, participants will be able to identify three strategies recreation therapists can use to address the diverse needs of patients through community-based interventions. 3. Upon completion of the session, participants will be able to develop a graded approach to community outings that supports cognitive, emotional, and functional carryover from inpatient to real-world environments.

This session will describe the assessment of engagement using the Engagement in Preferred ActivitieS Scale (EPASS) in a long-term care community that emphasized the provision of preference-based recreational activities and pragmatically tracked both activity attendance and engagement over time. Data will be presented on the association of EPASS ratings (attentiveness, positive attitude, duration, and overall engagement (scored 0-9) with functional ability in 421 long-term care residents retrospectively studied over a 6-month period. Results indicate that higher levels of engagement (i.e., overall engagement, attentiveness, positive attitude, or duration) are associated with less functional impairment over time. The session will discuss implications of findings for future use of the EPASS as a measure of the mechanism of impact of preference-based therapeutic recreation interventions on resident clinical outcomes, the clinical implications of the association of engagement with functional ability over time, and future research implications.

(1) Explain how engagement (overall engagement, attentiveness, positive attitude, and duration) is measured using the Engagement in Preferred ActivitieS Scale (EPASS). (2) Describe how engagement (overall engagement, attentiveness, positive attitude, and duration) is associated with functional ability in long-term care residents over a 6-month period. (3) Discuss implications of using the EPASS to measure engagement as a mechanism of impact of preference-based recreational activities on long-term care residents’ clinical outcomes.

This session will describe the assessment of engagement using the Engagement in Preferred ActivitieS Scale (EPASS) in a long-term care community that emphasized the provision of preference-based recreational activities and pragmatically tracked both activity attendance and engagement over time. Data will be presented on the association of EPASS ratings (attentiveness, positive attitude, duration, and overall engagement (scored 0-9) with functional ability in 421 long-term care residents retrospectively studied over a 6-month period. Results indicate that higher levels of engagement (i.e., overall engagement, attentiveness, positive attitude, or duration) are associated with less functional impairment over time. The session will discuss implications of findings for future use of the EPASS as a measure of the mechanism of impact of preference-based therapeutic recreation interventions on resident clinical outcomes, the clinical implications of the association of engagement with functional ability over time, and future research implications.

(1) Explain how engagement (overall engagement, attentiveness, positive attitude, and duration) is measured using the Engagement in Preferred ActivitieS Scale (EPASS). (2) Describe how engagement (overall engagement, attentiveness, positive attitude, and duration) is associated with functional ability in long-term care residents over a 6-month period. (3) Discuss implications of using the EPASS to measure engagement as a mechanism of impact of preference-based recreational activities on long-term care residents’ clinical outcomes.

Supervised therapy produces temporary gains. Discharge guarantees decay. This research poster presents a randomized controlled trial evaluating a home maintenance program for adults with Parkinson's disease. The protocol combines a printed manual with weekly telephone check-ins. It follows a 12-week community balance intervention. The minimal-dose design prevents functional collapse. Data prove the home-training group preserved gait velocity and quality of life. Controls deteriorated. Attendees will learn to implement low-cost maintenance protocols in rural areas.

1. Identify three spatiotemporal gait metrics (velocity, cadence, step length) and specific quality-of-life domains (PDQ-39) vulnerable to rapid decay following the cessation of supervised recreational therapy. 2. Formulate a 12-week minimal-dose home maintenance protocol—utilizing printed manuals and weekly tele-health check-ins—adaptable for rural populations with Parkinson’s disease. 3. Evaluate the clinical efficacy of maintenance interventions by interpreting non-parametric effect sizes (Cliff's delta, rank-biserial r) to distinguish functional preservation from physical regression.

Supervised therapy produces temporary gains. Discharge guarantees decay. This research poster presents a randomized controlled trial evaluating a home maintenance program for adults with Parkinson's disease. The protocol combines a printed manual with weekly telephone check-ins. It follows a 12-week community balance intervention. The minimal-dose design prevents functional collapse. Data prove the home-training group preserved gait velocity and quality of life. Controls deteriorated. Attendees will learn to implement low-cost maintenance protocols in rural areas.

1. Identify three spatiotemporal gait metrics (velocity, cadence, step length) and specific quality-of-life domains (PDQ-39) vulnerable to rapid decay following the cessation of supervised recreational therapy. 2. Formulate a 12-week minimal-dose home maintenance protocol—utilizing printed manuals and weekly tele-health check-ins—adaptable for rural populations with Parkinson’s disease. 3. Evaluate the clinical efficacy of maintenance interventions by interpreting non-parametric effect sizes (Cliff's delta, rank-biserial r) to distinguish functional preservation from physical regression.

Recreational therapists demonstrate the value and impact every day through their work. But how do we capture these services? The use of CPT codes remains a gap in advancing the work that RTs do. This interactive session, led by ATRA’s CPT Code Work Group, will share findings from a national survey examining current knowledge, use, and perceptions of CPT coding among recreational therapists. Participants will gain a clear, practical understanding of CPT codes, including their purpose, relevance to RT practice, and role in reimbursement, documentation, and advocacy. Through discussion and guided engagement, attendees will gain and offer practical insights on integrating CPT coding into everyday practice.

1. Describe the purpose and structure of Current Procedural Terminology (CPT) codes and their relevance to recreational therapy practice. 2. Explain key findings from ATRA’s survey on CPT code awareness and use by recreational therapists. 3. Identify 2 action steps for going forward to support documentation, reimbursement, and professional advocacy.

All

This session will cover the Life Spaces Practice Model, a unifying approach to connect the field of therapeutic recreation across settings. Those attending will explore the personal and community life spaces within recreational therapy practice settings. This therapeutic approach aims to provide clear guidance for the facilitation of activity based interventions, social prescribing, and inclusive programming while introducing several disability studies concepts. Therapist will be challenged to become leaders on their treatment team in providing person centered therapeutic experiences that consider the lived experience of clients.

Those attending will explore the concept of life spaces within therapeutic settings Those attending will be able to verbalize how to apply the personal life space to recreational therapy practice Those attending will be able to verbalize how to apply the community life space to recreational therapy practice

All

Substance use significantly disrupts the brain’s dopamine system, impacting motivation, reward processing, and overall well-being. This session will examine how substance use affects dopamine functioning in adults, including the extent of these changes. Participants will explore evidence-informed recreational therapy interventions that support natural dopamine regulation and promote recovery. Attendees will leave with practical strategies to enhance engagement, motivation, and well-being in individuals in recovery.

1) Describe the purpose of Dopamine 2) Identify 2-3 natural and 2-3 artificial sources of Dopamine 3) Identify at least 4 Recreational Therapy modalities that can increase dopamine

This session highlights an innovative, evidence-based gardening intervention designed to support recovery and strengthen the caregiver–care recipient relationship following inpatient rehabilitation. Grounded in the concept of “third space,” the program creates a shared, meaningful activity that promotes connection, motivation, and well-being beyond the hospital setting. Findings from a 90-day mixed-methods study demonstrate improved caregiver mental health, quality of life, and reduced strain compared to historical controls, alongside qualitative themes of enhanced mutuality, identity, and recovery engagement. Attendees will explore how this interdisciplinary model can be translated into Recreational Therapy practice, with emphasis on designing accessible, relationship-centered interventions that extend beyond discharge and support long-term outcomes for both care recipients and caregivers.

1. Describe how a shared, leisure-based intervention can influence connection, well-being, and recovery for both care recipients and caregivers. 2. Identify key elements that make a therapeutic leisure intervention meaningful, accessible, and sustainable beyond discharge. 3. Apply these principles to develop a relationship-centered intervention within their own Recreational Therapy practice.

This session highlights an innovative, evidence-based gardening intervention designed to support recovery and strengthen the caregiver–care recipient relationship following inpatient rehabilitation. Grounded in the concept of “third space,” the program creates a shared, meaningful activity that promotes connection, motivation, and well-being beyond the hospital setting. Findings from a 90-day mixed-methods study demonstrate improved caregiver mental health, quality of life, and reduced strain compared to historical controls, alongside qualitative themes of enhanced mutuality, identity, and recovery engagement. Attendees will explore how this interdisciplinary model can be translated into Recreational Therapy practice, with emphasis on designing accessible, relationship-centered interventions that extend beyond discharge and support long-term outcomes for both care recipients and caregivers.

1. Describe how a shared, leisure-based intervention can influence connection, well-being, and recovery for both care recipients and caregivers. 2. Identify key elements that make a therapeutic leisure intervention meaningful, accessible, and sustainable beyond discharge. 3. Apply these principles to develop a relationship-centered intervention within their own Recreational Therapy practice.

This session provides therapeutic recreation professionals with a practical framework for integrating three evidence-based practices (EBP) into daily clinical decision-making. Presenters will demonstrate how TR specialists can translate evidence into individualized interventions that promote engagement, functional gains, and long-term leisure participation. Presenters will explore three evidenced-based intervention techniques: DIR Floortime®, parent/caregiver coaching, and adaptive cycling. Using three detailed pediatric case studies, participants will learn how to evaluate research and apply the 5 A’s EBP process. Cases emphasize foundational recreational therapy concepts and demonstrate the APIE process in real-world clinical decision-making to create treatment goals and measure meaningful client outcomes.

Identify the 5 A’s structured process of evidence-based practice. Describe three evidenced-based interventions recreational therapists can use in daily practice Develop one or more measurable goals that can be used in their populations served based on one or more of the interventions discussed.

In this session, participants will explore how laughter can serve as a therapeutic tool, naturally increasing endorphins while reducing cortisol—the stress hormone linked to numerous health conditions. Attendees will learn how these physiological effects support mental, emotional, and physical well-being and how to apply laughter yoga interventions effectively in recreation therapy programs. Laughter yoga is an evidence-based, playful practice that combines intentional laughter with mindful breathing to enhance mood, social connection, and overall wellness. This session highlights current research demonstrating its positive impact on stress, mood, social interaction, and physiological outcomes, helping participants connect the evidence directly to therapeutic recreation practice. Through discussion and guided demonstrations, participants will examine categories of laughter yoga techniques, including breathing-focused exercises, laughter-focused activities, and integrated approaches that combine movement and vocalization. Emphasis will be placed on designing, facilitating, and evaluating these interventions safely and effectively for diverse client populations. Attendees will leave inspired with practical strategies to confidently implement laughter yoga, supported by research, while fostering fun, connection, and well-being in their programs. This session equips recreation therapists with tools to integrate an innovative, evidence-based approach into clinical and community settings, enhancing client engagement and therapeutic outcomes.

1. Explain at least three benefits of laughter yoga on physical, emotional, and social well-being. 2. Demonstrate two or more laughter yoga exercises and describe their use in therapy settings. 3. Design and evaluate a laughter yoga session for a specific client group, using at least one measurable outcome to assess its effectiveness.

In this session, participants will explore how laughter can serve as a therapeutic tool, naturally increasing endorphins while reducing cortisol—the stress hormone linked to numerous health conditions. Attendees will learn how these physiological effects support mental, emotional, and physical well-being and how to apply laughter yoga interventions effectively in recreation therapy programs. Laughter yoga is an evidence-based, playful practice that combines intentional laughter with mindful breathing to enhance mood, social connection, and overall wellness. This session highlights current research demonstrating its positive impact on stress, mood, social interaction, and physiological outcomes, helping participants connect the evidence directly to therapeutic recreation practice. Through discussion and guided demonstrations, participants will examine categories of laughter yoga techniques, including breathing-focused exercises, laughter-focused activities, and integrated approaches that combine movement and vocalization. Emphasis will be placed on designing, facilitating, and evaluating these interventions safely and effectively for diverse client populations. Attendees will leave inspired with practical strategies to confidently implement laughter yoga, supported by research, while fostering fun, connection, and well-being in their programs. This session equips recreation therapists with tools to integrate an innovative, evidence-based approach into clinical and community settings, enhancing client engagement and therapeutic outcomes.

1. Explain at least three benefits of laughter yoga on physical, emotional, and social well-being. 2. Demonstrate two or more laughter yoga exercises and describe their use in therapy settings. 3. Design and evaluate a laughter yoga session for a specific client group, using at least one measurable outcome to assess its effectiveness.

This study introduces the Experience Impact Scale (EIS)–Guttman version as a practical, psychometrically supported tool for measuring the impact of intentionally designed experiences in recreational therapy. Findings from a study with para-collegiate student-athletes demonstrate strong validity, unidimensionality, and cumulative structure, supporting its use in both research and practice. The scale offers a structured, quantifiable approach that aligns with recreational therapy practice and enhances the evaluation of therapeutic experiences and outcomes.

After this session, participants will be able to describe the purpose and structure of the Experience Impact Scale (EIS)–Guttman version. After this session, participants will be able to interpret key psychometric findings (e.g., coefficients of reproducibility and scalability) to evaluate the validity and utility of the EIS–Guttman scale. After this session, participants will be able to apply the EIS–Guttman scale within their recreational therapy practice by identifying at least one intervention that would benefit from measurement of the intervention's participant impact.

The purpose of this presentation is to better understand the role of recreational therapy in forensic and correctional settings and is representative of part of a larger study (Fischer et al., in press). This study was used to determine what treatment outcomes are being targeted and which interventions are being used by recreational therapists with adults with serious mental illness (SMI) in forensic and correctional settings. Interventions addressed are based on the ATRA Delphi & Competencies Study Update, Behavioral Health section (Hawkins et al., 2017). With the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Recovery Model (2012) as a framework, this study also sought to explore to what degree recreational therapists use recovery principles in these settings and how they define, learn, and apply mental health recovery. Study findings, limitations, and implications for recreational therapy will be presented. Acknowledgements This research was partially funded by the National Council for Therapeutic Recreation Certification Research Grant, awarded April 2023.

1) Identify two targeted outcomes recreational therapists primarily focus on when working with adults with SMI in forensic and correctional settings. 2) Identify three SAMHSA recovery principles being applied by recreational therapists working with adults with SMI in forensic and correctional settings. 3) Identify two implications for RT practice and education related to forensic and correctional settings.

The purpose of this presentation is to better understand the role of recreational therapy in forensic and correctional settings and is representative of part of a larger study (Fischer et al., in press). This study was used to determine what treatment outcomes are being targeted and which interventions are being used by recreational therapists with adults with serious mental illness (SMI) in forensic and correctional settings. Interventions addressed are based on the ATRA Delphi & Competencies Study Update, Behavioral Health section (Hawkins et al., 2017). With the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Recovery Model (2012) as a framework, this study also sought to explore to what degree recreational therapists use recovery principles in these settings and how they define, learn, and apply mental health recovery. Study findings, limitations, and implications for recreational therapy will be presented. Acknowledgements This research was partially funded by the National Council for Therapeutic Recreation Certification Research Grant, awarded April 2023.

1) Identify two targeted outcomes recreational therapists primarily focus on when working with adults with SMI in forensic and correctional settings. 2) Identify three SAMHSA recovery principles being applied by recreational therapists working with adults with SMI in forensic and correctional settings. 3) Identify two implications for RT practice and education related to forensic and correctional settings.

Research Institute 2 contains the following research oral presentations and researchers: A Randomized Controlled Trial of a Hybrid Community-to-Home Recreational Therapy Balance Intervention for Individuals with Parkinson's Disease Residing in Rural and Small-City Communities of Oklahoma Researchers: Jungyu Lee, PhD, CTRS/L; Tim Passmore, EdD, CTRS/L, FDRT; Ho Han, Ph.D; Morgan S Carr, MS Student; Reed Holt, MS, CTRS/L; Chase Decker, MS Student Role of Recreational Therapy in Treating Patients with Progressive Conditions: A Case Study in Progressive Multifocal Leukoencephalopathy (PML) with a Multidisciplinary Approach Researchers: Stefan Ellington, MA, CTRS, RYT-200, CARSS I, AIT Recreational Therapy Outcomes, Interventions, and Recovery Principles in Forensic and Correctional Settings Researcher: Sarah R. Fischer, PhD, LRT, CTRS-BH; Brandi M. Crowe, PhD, LRT, CTRS, FDRT; Stephen Lewis, PhD, CTRS; C. Sherin Singleton, PsyD; Jasmine Townsend, PhD, CTRS, FDRT, CARSS-II Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Research Institute 2 contains the following research oral presentations and researchers: A Randomized Controlled Trial of a Hybrid Community-to-Home Recreational Therapy Balance Intervention for Individuals with Parkinson's Disease Residing in Rural and Small-City Communities of Oklahoma Researchers: Jungyu Lee, PhD, CTRS/L; Tim Passmore, EdD, CTRS/L, FDRT; Ho Han, Ph.D; Morgan S Carr, MS Student; Reed Holt, MS, CTRS/L; Chase Decker, MS Student Role of Recreational Therapy in Treating Patients with Progressive Conditions: A Case Study in Progressive Multifocal Leukoencephalopathy (PML) with a Multidisciplinary Approach Researchers: Stefan Ellington, MA, CTRS, RYT-200, CARSS I, AIT Recreational Therapy Outcomes, Interventions, and Recovery Principles in Forensic and Correctional Settings Researcher: Sarah R. Fischer, PhD, LRT, CTRS-BH; Brandi M. Crowe, PhD, LRT, CTRS, FDRT; Stephen Lewis, PhD, CTRS; C. Sherin Singleton, PsyD; Jasmine Townsend, PhD, CTRS, FDRT, CARSS-II Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Research Institute 2 contains the following research oral presentations and researchers: A Randomized Controlled Trial of a Hybrid Community-to-Home Recreational Therapy Balance Intervention for Individuals with Parkinson's Disease Residing in Rural and Small-City Communities of Oklahoma Researchers: Jungyu Lee, PhD, CTRS/L; Tim Passmore, EdD, CTRS/L, FDRT; Ho Han, Ph.D; Morgan S Carr, MS Student; Reed Holt, MS, CTRS/L; Chase Decker, MS Student Role of Recreational Therapy in Treating Patients with Progressive Conditions: A Case Study in Progressive Multifocal Leukoencephalopathy (PML) with a Multidisciplinary Approach Researchers: Stefan Ellington, MA, CTRS, RYT-200, CARSS I, AIT Recreational Therapy Outcomes, Interventions, and Recovery Principles in Forensic and Correctional Settings Researcher: Sarah R. Fischer, PhD, LRT, CTRS-BH; Brandi M. Crowe, PhD, LRT, CTRS, FDRT; Stephen Lewis, PhD, CTRS; C. Sherin Singleton, PsyD; Jasmine Townsend, PhD, CTRS, FDRT, CARSS-II Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

This program poster will present the case study of a long-term patient enrolled in multiple research studies at the National Institutes of Health (NIH) Clinical Center in Bethesda, Maryland. Recreational Therapy was a key component of this patient’s care and worked closely with the rehabilitation medicine (PT, OT, Art Therapy, SLP, Physiatry) and clinical research teams (MD, Nursing, Fellows/Residents) to enhance the quality of life and improvement of function of this patient during his extended admission. The full APIE process will be shown with discussion of specific interventions that were particularly beneficial, in addition to collaborative interventions w/ other rehabilitation medicine disciplines.

(1) Understand the role of Recreational Therapy in supporting patients enrolled in clinical research trials. (2) Identify at least three items of adaptive equipment that can be utilized to increase independence in leisure engagement with patients with progressive conditions. (3) Identify at least three opportunities for collaboration with additional rehabilitation disciplines to improve functional outcomes for patients with progressive conditions.

This program poster will present the case study of a long-term patient enrolled in multiple research studies at the National Institutes of Health (NIH) Clinical Center in Bethesda, Maryland. Recreational Therapy was a key component of this patient’s care and worked closely with the rehabilitation medicine (PT, OT, Art Therapy, SLP, Physiatry) and clinical research teams (MD, Nursing, Fellows/Residents) to enhance the quality of life and improvement of function of this patient during his extended admission. The full APIE process will be shown with discussion of specific interventions that were particularly beneficial, in addition to collaborative interventions w/ other rehabilitation medicine disciplines.

(1) Understand the role of Recreational Therapy in supporting patients enrolled in clinical research trials. (2) Identify at least three items of adaptive equipment that can be utilized to increase independence in leisure engagement with patients with progressive conditions. (3) Identify at least three opportunities for collaboration with additional rehabilitation disciplines to improve functional outcomes for patients with progressive conditions.

The purpose of this presentation is to better understand the role of recreational therapy in forensic and correctional settings and is representative of part of a larger study (Fischer et al., in press). This study was used to determine what treatment outcomes are being targeted and which interventions are being used by recreational therapists with adults with serious mental illness (SMI) in forensic and correctional settings. Interventions addressed are based on the ATRA Delphi & Competencies Study Update, Behavioral Health section (Hawkins et al., 2017). With the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Recovery Model (2012) as a framework, this study also sought to explore to what degree recreational therapists use recovery principles in these settings and how they define, learn, and apply mental health recovery. Study findings, limitations, and implications for recreational therapy will be presented. Acknowledgements This research was partially funded by the National Council for Therapeutic Recreation Certification Research Grant, awarded April 2023.

1) Identify two targeted outcomes recreational therapists primarily focus on when working with adults with SMI in forensic and correctional settings. 2) Identify three SAMHSA recovery principles being applied by recreational therapists working with adults with SMI in forensic and correctional settings. 3) Identify two implications for RT practice and education related to forensic and correctional settings.

Connecting Recreational Therapy to the future begins with an upward spiral of growth, innovation, and professional recognition. This session uses Barbara Fredrickson’s Broaden-and-Build Theory (2004) as a foundational lens to rethink the longevity of our profession. This session explores how fostering positive emotions and high-quality experiences among clients, clinicians, and administrators "broadens" our collective mindset—moving the profession toward the "novel thoughts and activities" required to secure administrative buy-in and diversify funding. Building on this theoretical foundation, this session will connect theory to practice through RT Medicaid reimbursement in Utah's "Wild West". This session will examine the Utah licensure structure and the legislative advocacy efforts that have paved the way for modern practice. Participants will learn how to leverage facility data as a powerful marketing tool to demonstrate value to stakeholders and decision-makers. Professionals can use the Broaden-and-Build framework with pragmatic billing strategies to elevate their professional status and connect to the future of recreational therapy practice.

By the end of this session, participants will be able to: 1. Explain the application of the Broaden-and-Build Theory in establishing the sustainability and professional status of Recreational Therapy. 2. Analyze the role of "novel thoughts and activities" in securing administrator buy-in and diversifying program funding. 3. Discuss how data collection from facilities can be leveraged to market RT services to stakeholders and decision-makers. 4. Identify one action step to Broaden and Build the Practice of Recreational Therapy.

The use of Tabletop role playing games as a vehicle for social support and relationship building for autistic individual has been the subject of increasing research interest in recreation therapy and adjacent fields. While the body of literature has increased in the past three years, qualitative work which focuses on autistic adults’ experiences with TTRPGs remains scarce. This session will provide an overview of the speaker’s research into autistic adult’s experiences in the TTRPG hobby community, including a review of the supporting literature, study design and methodology, and findings. Future directions and implications for the recreation therapy profession will also be discussed.

-Identify three defining characteristics of tabletop role playing games -Describe two characteristics of supportive social environments as identified by autistic adults. -Summarize two of the themes as presented in the study’s findings.

Educators/Researchers

The use of Tabletop role playing games as a vehicle for social support and relationship building for autistic individual has been the subject of increasing research interest in recreation therapy and adjacent fields. While the body of literature has increased in the past three years, qualitative work which focuses on autistic adults’ experiences with TTRPGs remains scarce. This session will provide an overview of the speaker’s research into autistic adult’s experiences in the TTRPG hobby community, including a review of the supporting literature, study design and methodology, and findings. Future directions and implications for the recreation therapy profession will also be discussed.

-Identify three defining characteristics of tabletop role playing games -Describe two characteristics of supportive social environments as identified by autistic adults. -Summarize two of the themes as presented in the study’s findings.

Educators/Researchers

The use of Tabletop role playing games as a vehicle for social support and relationship building for autistic individual has been the subject of increasing research interest in recreation therapy and adjacent fields. While the body of literature has increased in the past three years, qualitative work which focuses on autistic adults’ experiences with TTRPGs remains scarce. This session will provide an overview of the speaker’s research into autistic adult’s experiences in the TTRPG hobby community, including a review of the supporting literature, study design and methodology, and findings. Future directions and implications for the recreation therapy profession will also be discussed.

-Identify three defining characteristics of tabletop role playing games -Describe two characteristics of supportive social environments as identified by autistic adults. -Summarize two of the themes as presented in the study’s findings.

Educators/Researchers

Recreational therapists demonstrate the value and impact every day through their work. But how do we capture these services? The use of CPT codes remains a gap in advancing the work that RTs do. This interactive session, led by ATRA’s CPT Code Work Group, will share findings from a national survey examining current knowledge, use, and perceptions of CPT coding among recreational therapists. Participants will gain a clear, practical understanding of CPT codes, including their purpose, relevance to RT practice, and role in reimbursement, documentation, and advocacy. Through discussion and guided engagement, attendees will gain and offer practical insights on integrating CPT coding into everyday practice.

1. Describe the purpose and structure of Current Procedural Terminology (CPT) codes and their relevance to recreational therapy practice. 2. Explain key findings from ATRA’s survey on CPT code awareness and use by recreational therapists. 3. Identify 2 action steps for going forward to support documentation, reimbursement, and professional advocacy.

All

Substance use significantly disrupts the brain’s dopamine system, impacting motivation, reward processing, and overall well-being. This session will examine how substance use affects dopamine functioning in adults, including the extent of these changes. Participants will explore evidence-informed recreational therapy interventions that support natural dopamine regulation and promote recovery. Attendees will leave with practical strategies to enhance engagement, motivation, and well-being in individuals in recovery.

1) Describe the purpose of Dopamine 2) Identify 2-3 natural and 2-3 artificial sources of Dopamine 3) Identify at least 4 Recreational Therapy modalities that can increase dopamine

This session highlights an innovative, evidence-based gardening intervention designed to support recovery and strengthen the caregiver–care recipient relationship following inpatient rehabilitation. Grounded in the concept of “third space,” the program creates a shared, meaningful activity that promotes connection, motivation, and well-being beyond the hospital setting. Findings from a 90-day mixed-methods study demonstrate improved caregiver mental health, quality of life, and reduced strain compared to historical controls, alongside qualitative themes of enhanced mutuality, identity, and recovery engagement. Attendees will explore how this interdisciplinary model can be translated into Recreational Therapy practice, with emphasis on designing accessible, relationship-centered interventions that extend beyond discharge and support long-term outcomes for both care recipients and caregivers.

1. Describe how a shared, leisure-based intervention can influence connection, well-being, and recovery for both care recipients and caregivers. 2. Identify key elements that make a therapeutic leisure intervention meaningful, accessible, and sustainable beyond discharge. 3. Apply these principles to develop a relationship-centered intervention within their own Recreational Therapy practice.

This session presents the getTHERE model, an interprofessional framework integrating recreational therapy (RT) and speech-language pathology (SLP) to improve social engagement and communication through prosocial, activity-based interventions. The presenters will outline an example from clinical practice of how combining RT and SLP intervention approaches can address challenges in generalizing social skills to real-world environments for adolescents and young adults with disabilities. The session will present preliminary research findings into practical strategies for clinical application, highlighting how RTs can engage in interprofessional collaboration with SLPs to enhance social outcomes, particularly for people with autism spectrum disorder or other social challenges. Preliminary outcomes will be reviewed from program evaluation measures, including standardized assessment data, therapy note analysis, and social validity findings. Emphasis will be placed on how RT practitioners in collaboration with SLPs can design and implement meaningful, strengths-based interventions that promote peer interaction, leadership, and community participation. Attendees will leave with a structured framework for integrating evidence-based practices into recreational therapy programming to support engagement, generalization, and long-term social integration.

Upon completion of this session, participants will be able to: 1. Describe the five key components of the getTHERE RT-SLP interprofessional model and its application to clinical practice. 2. Analyze program evaluation outcomes (e.g., standardized measures, social validity, and clinical observations) to determine the effectiveness of RT-SLP interventions 3. Apply at least two evidence-informed RT strategies to promote social interaction, peer relationships, and generalization of skills in real-world settings.

This session presents the getTHERE model, an interprofessional framework integrating recreational therapy (RT) and speech-language pathology (SLP) to improve social engagement and communication through prosocial, activity-based interventions. The presenters will outline an example from clinical practice of how combining RT and SLP intervention approaches can address challenges in generalizing social skills to real-world environments for adolescents and young adults with disabilities. The session will present preliminary research findings into practical strategies for clinical application, highlighting how RTs can engage in interprofessional collaboration with SLPs to enhance social outcomes, particularly for people with autism spectrum disorder or other social challenges. Preliminary outcomes will be reviewed from program evaluation measures, including standardized assessment data, therapy note analysis, and social validity findings. Emphasis will be placed on how RT practitioners in collaboration with SLPs can design and implement meaningful, strengths-based interventions that promote peer interaction, leadership, and community participation. Attendees will leave with a structured framework for integrating evidence-based practices into recreational therapy programming to support engagement, generalization, and long-term social integration.

Upon completion of this session, participants will be able to: 1. Describe the five key components of the getTHERE RT-SLP interprofessional model and its application to clinical practice. 2. Analyze program evaluation outcomes (e.g., standardized measures, social validity, and clinical observations) to determine the effectiveness of RT-SLP interventions 3. Apply at least two evidence-informed RT strategies to promote social interaction, peer relationships, and generalization of skills in real-world settings.

Loneliness is one of the most significant and underaddressed mental health concerns facing college students today. At a time when campus counseling centers are overwhelmed with demand and access barriers to traditional services are widespread, there is an urgent need for innovative, evidence-based RT interventions that meet students where they are. This session presents findings from a dissertation study examining the development and preliminary efficacy of a recreational therapy-based podcast program designed specifically to reduce loneliness, anxiety, and depression, and improve overall well-being in college students. The Mental Health Pod Squad is an 8-week podcast program grounded in the Flourishing Through Leisure (FTL) model (Anderson & Heyne, 2012) and informed by a 379-person institutional needs assessment, standardized mental health assessments, and best practices for technology-based health programming. Two recreational therapists with mental health expertise hosted all episodes in a conversational format designed to be accessible, engaging, and relevant to the college student experience. A single-group pre-post pilot study with 47 undergraduate students found statistically significant improvements in all four outcome areas: loneliness (UCLA Loneliness Scale, p < .001), anxiety (GAD-7, p < .001), depression (PHQ-9, p < .001), and flourishing (Flourishing Scale, p < .001). Program adherence was 94%, and participants reported high satisfaction with the program's content, format, and accessibility. This research demonstrates that podcast-based RT programming can offer a scalable, cost-effective, and barrier-reducing approach to college student mental health, with particular promise for addressing loneliness and promoting connection to well-being.

1. Describe the development of the Mental Health Pod Squad podcast program, including the role of the Flourishing Through Leisure model, needs assessment data, and standardized mental health assessments in shaping program content. 2. Identify key findings from a pilot study examining the impact of an 8-week podcast-based RT intervention on loneliness, anxiety, depression, and flourishing in college students, including pre-to-post outcome data and program adherence rates. 3. Apply findings from this study to evaluate podcast-based programming as an accessible, scalable RT intervention for addressing loneliness and mental health concerns in college and community settings.

Loneliness is one of the most significant and underaddressed mental health concerns facing college students today. At a time when campus counseling centers are overwhelmed with demand and access barriers to traditional services are widespread, there is an urgent need for innovative, evidence-based RT interventions that meet students where they are. This session presents findings from a dissertation study examining the development and preliminary efficacy of a recreational therapy-based podcast program designed specifically to reduce loneliness, anxiety, and depression, and improve overall well-being in college students. The Mental Health Pod Squad is an 8-week podcast program grounded in the Flourishing Through Leisure (FTL) model (Anderson & Heyne, 2012) and informed by a 379-person institutional needs assessment, standardized mental health assessments, and best practices for technology-based health programming. Two recreational therapists with mental health expertise hosted all episodes in a conversational format designed to be accessible, engaging, and relevant to the college student experience. A single-group pre-post pilot study with 47 undergraduate students found statistically significant improvements in all four outcome areas: loneliness (UCLA Loneliness Scale, p < .001), anxiety (GAD-7, p < .001), depression (PHQ-9, p < .001), and flourishing (Flourishing Scale, p < .001). Program adherence was 94%, and participants reported high satisfaction with the program's content, format, and accessibility. This research demonstrates that podcast-based RT programming can offer a scalable, cost-effective, and barrier-reducing approach to college student mental health, with particular promise for addressing loneliness and promoting connection to well-being.

1. Describe the development of the Mental Health Pod Squad podcast program, including the role of the Flourishing Through Leisure model, needs assessment data, and standardized mental health assessments in shaping program content. 2. Identify key findings from a pilot study examining the impact of an 8-week podcast-based RT intervention on loneliness, anxiety, depression, and flourishing in college students, including pre-to-post outcome data and program adherence rates. 3. Apply findings from this study to evaluate podcast-based programming as an accessible, scalable RT intervention for addressing loneliness and mental health concerns in college and community settings.

Loneliness is one of the most significant and underaddressed mental health concerns facing college students today. At a time when campus counseling centers are overwhelmed with demand and access barriers to traditional services are widespread, there is an urgent need for innovative, evidence-based RT interventions that meet students where they are. This session presents findings from a dissertation study examining the development and preliminary efficacy of a recreational therapy-based podcast program designed specifically to reduce loneliness, anxiety, and depression, and improve overall well-being in college students. The Mental Health Pod Squad is an 8-week podcast program grounded in the Flourishing Through Leisure (FTL) model (Anderson & Heyne, 2012) and informed by a 379-person institutional needs assessment, standardized mental health assessments, and best practices for technology-based health programming. Two recreational therapists with mental health expertise hosted all episodes in a conversational format designed to be accessible, engaging, and relevant to the college student experience. A single-group pre-post pilot study with 47 undergraduate students found statistically significant improvements in all four outcome areas: loneliness (UCLA Loneliness Scale, p < .001), anxiety (GAD-7, p < .001), depression (PHQ-9, p < .001), and flourishing (Flourishing Scale, p < .001). Program adherence was 94%, and participants reported high satisfaction with the program's content, format, and accessibility. This research demonstrates that podcast-based RT programming can offer a scalable, cost-effective, and barrier-reducing approach to college student mental health, with particular promise for addressing loneliness and promoting connection to well-being.

1. Describe the development of the Mental Health Pod Squad podcast program, including the role of the Flourishing Through Leisure model, needs assessment data, and standardized mental health assessments in shaping program content. 2. Identify key findings from a pilot study examining the impact of an 8-week podcast-based RT intervention on loneliness, anxiety, depression, and flourishing in college students, including pre-to-post outcome data and program adherence rates. 3. Apply findings from this study to evaluate podcast-based programming as an accessible, scalable RT intervention for addressing loneliness and mental health concerns in college and community settings.

Recreational therapy education is evolving, and the ATRA Higher Education Committee is leading work that directly shapes program quality, student readiness, and the future of the profession. This session will highlight key initiatives that strengthen the RT educator community including faculty resources, educator support groups, a universal fieldwork education model, student competency development, and gathering insights about academic and accredited programs. Attendees will discover how these efforts strengthen recreational therapy education by combatting inconsistency and improving student readiness.

1. Describe the role of the ATRA Higher Education Committee in advancing consistency, quality, and coordination across recreational therapy education. 2. Explain key initiatives including faculty resources, educator support communities, universal fieldwork education models, and student competency development. 3. Apply insights from these initiatives to strengthen educational practices within their own academic, fieldwork, or professional settings.

Higher Education

Recreational therapy education is evolving, and the ATRA Higher Education Committee is leading work that directly shapes program quality, student readiness, and the future of the profession. This session will highlight key initiatives that strengthen the RT educator community including faculty resources, educator support groups, a universal fieldwork education model, student competency development, and gathering insights about academic and accredited programs. Attendees will discover how these efforts strengthen recreational therapy education by combatting inconsistency and improving student readiness.

1. Describe the role of the ATRA Higher Education Committee in advancing consistency, quality, and coordination across recreational therapy education. 2. Explain key initiatives including faculty resources, educator support communities, universal fieldwork education models, and student competency development. 3. Apply insights from these initiatives to strengthen educational practices within their own academic, fieldwork, or professional settings.

Higher Education

At the heart of every therapeutic relationship is communication, and at the heart of communication is connection. As loneliness and social isolation are increasingly recognized as public health crises, Recreation Therapists are uniquely positioned to prescribe belonging through the quality of their therapeutic relationships. This session centers on the teaching and development of therapeutic communication fundamentals as the foundational mechanism through which RTs foster meaningful connection with clients, strengthen the therapeutic alliance, and advance health and wellbeing. Participants will explore essential communication strategies while examining how allied professions teach these skills across different educational environments. The session compares diverse simulation approaches, including virtual reality environments, gaming platforms, virtual worlds, and AI chatbots, highlighting their effectiveness in both online and in-person learning contexts. Through guided practice with simulated scenarios, participants will apply therapeutic communication techniques in a safe learning environment, with explicit attention to how each technique builds trust, presence, and a sense of belonging for clients experiencing isolation. By examining both traditional approaches and technological innovations, Recreation Therapists will gain practical insights for enhancing their capacity to create genuine human connection through intentional communication. Participants will leave with strategies for developing therapeutic communication competencies and knowledge for selecting appropriate simulation methods for their specific teaching and learning needs.

After attending this session, participants will be able to: • Define therapeutic communication and explain its role as the foundational mechanism through which Recreation Therapists foster belonging, build therapeutic alliance, and address loneliness and social isolation across diverse client populations. • Compare simulation-based approaches, including virtual reality, gaming platforms, virtual worlds, and AI applications, for developing therapeutic communication skills in online and in-person educational environments. • Apply at least three therapeutic communication techniques through guided practice with simulated scenarios, with emphasis on skills that cultivate trust, presence, and a sense of belonging in the therapeutic relationship.

All

The purpose of this presentation is to better understand the role of recreational therapy in forensic and correctional settings and is representative of part of a larger study (Fischer et al., in press). This study was used to determine what treatment outcomes are being targeted and which interventions are being used by recreational therapists with adults with serious mental illness (SMI) in forensic and correctional settings. Interventions addressed are based on the ATRA Delphi & Competencies Study Update, Behavioral Health section (Hawkins et al., 2017). With the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Recovery Model (2012) as a framework, this study also sought to explore to what degree recreational therapists use recovery principles in these settings and how they define, learn, and apply mental health recovery. Study findings, limitations, and implications for recreational therapy will be presented. Acknowledgements This research was partially funded by the National Council for Therapeutic Recreation Certification Research Grant, awarded April 2023.

1) Identify two targeted outcomes recreational therapists primarily focus on when working with adults with SMI in forensic and correctional settings. 2) Identify three SAMHSA recovery principles being applied by recreational therapists working with adults with SMI in forensic and correctional settings. 3) Identify two implications for RT practice and education related to forensic and correctional settings.

This session will provide an overview of Recreational Therapy services at the National Institutes of Health (NIH) Clinical Center, with a focus on the neurological patients served, specifically patients diagnosed with Progressive Multifocal Leukoencephalopathy (PML) and the important role RT has on addressing functional needs across the domains. Case studies of long-term patients will also be presented as part of this session to illustrate the role of RT.

(1) Understand the role of Recreational Therapy in supporting patients enrolled in clinical research trials. (2) Understand the diagnosis of Progressive Multifocal Leukoencephalopathy (PML), its symptomology, prognosis and the impact on quality of life of patients and their family members living with the disorder. (3) Understand at least three evidence-based interventions that can be utilized to treat patients with PML and similar neurological conditions.

Research Institute 3 contains the following research oral presentations and researchers: Autistic Adult's Experiences of Belonging in the Context of Recreational Tabletop Role-play Gaming Researchers: Kathryn Creveling, M.S, Therapeutic Recreation, University of Tennessee, Knoxville; PhD Candidate, Health and Sport Pedagogy-Old Dominion University Mental Health Pod Squad: Evaluating a Podcast-Based RT Intervention to Reduce Loneliness and Promote Mental Health and Well-Being in College Students Researchers: Jamie R. Bennett, Ph.D., MTRS, CTRS; Rhonda Nelson, Ph.D., MTRS, CTRS, FDRT Using Virtual Reality Gaze Fingerprints to Understand Stress Responses and Self-Regulation in College Students with Autism Spectrum Disorder Researchers: Čedomir Stanojević, Ph.D., CTRS; Megan Janke, Ph.D., CTRS; Casey Bennett, Ph.D Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Research Institute 3 contains the following research oral presentations and researchers: Autistic Adult's Experiences of Belonging in the Context of Recreational Tabletop Role-play Gaming Researchers: Kathryn Creveling, M.S, Therapeutic Recreation, University of Tennessee, Knoxville; PhD Candidate, Health and Sport Pedagogy-Old Dominion University Mental Health Pod Squad: Evaluating a Podcast-Based RT Intervention to Reduce Loneliness and Promote Mental Health and Well-Being in College Students Researchers: Jamie R. Bennett, Ph.D., MTRS, CTRS; Rhonda Nelson, Ph.D., MTRS, CTRS, FDRT Using Virtual Reality Gaze Fingerprints to Understand Stress Responses and Self-Regulation in College Students with Autism Spectrum Disorder Researchers: Čedomir Stanojević, Ph.D., CTRS; Megan Janke, Ph.D., CTRS; Casey Bennett, Ph.D Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Research Institute 3 contains the following research oral presentations and researchers: Autistic Adult's Experiences of Belonging in the Context of Recreational Tabletop Role-play Gaming Researchers: Kathryn Creveling, M.S, Therapeutic Recreation, University of Tennessee, Knoxville; PhD Candidate, Health and Sport Pedagogy-Old Dominion University Mental Health Pod Squad: Evaluating a Podcast-Based RT Intervention to Reduce Loneliness and Promote Mental Health and Well-Being in College Students Researchers: Jamie R. Bennett, Ph.D., MTRS, CTRS; Rhonda Nelson, Ph.D., MTRS, CTRS, FDRT Using Virtual Reality Gaze Fingerprints to Understand Stress Responses and Self-Regulation in College Students with Autism Spectrum Disorder Researchers: Čedomir Stanojević, Ph.D., CTRS; Megan Janke, Ph.D., CTRS; Casey Bennett, Ph.D Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

This session presents a study examining how virtual reality (VR), eye-tracking, and physiological monitoring can be used to better understand stress responses and self-regulation in college students with autism spectrum disorder (ASD) during the transition to campus life. Guided by the neurodiversity paradigm, the presentation highlights how autistic students responded to socially and sensorily demanding campus spaces simulated in VR and how individualized “gaze fingerprints,” paired with heart rate variability (HRV), helped identify moments of anxiety, threat monitoring, and self-regulatory coping. The session will emphasize VR as an assessment-rich treatment modality in recreational therapy, demonstrating how Certified Therapeutic Recreation Specialists (CTRSs) can use immersive environments and digital biomarkers to better understand client responses, support emotional regulation, and develop more personalized treatment planning aimed at improving participation in real-world settings.

Identify how virtual reality, eye-tracking, and heart rate variability can be used within recreational therapy to assess stress responses and self-regulation in college students with autism spectrum disorder. Describe how individualized gaze patterns, or “gaze fingerprints,” can help Certified Therapeutic Recreation Specialists recognize environmental stressors, coping strategies, and moments of dysregulation during simulated campus navigation. Identify how findings from VR-based assessment can inform recreational therapy treatment planning by proposing at least two ways to support emotional regulation, participation, and environmental readiness in autistic college students.

This session presents a study examining how virtual reality (VR), eye-tracking, and physiological monitoring can be used to better understand stress responses and self-regulation in college students with autism spectrum disorder (ASD) during the transition to campus life. Guided by the neurodiversity paradigm, the presentation highlights how autistic students responded to socially and sensorily demanding campus spaces simulated in VR and how individualized “gaze fingerprints,” paired with heart rate variability (HRV), helped identify moments of anxiety, threat monitoring, and self-regulatory coping. The session will emphasize VR as an assessment-rich treatment modality in recreational therapy, demonstrating how Certified Therapeutic Recreation Specialists (CTRSs) can use immersive environments and digital biomarkers to better understand client responses, support emotional regulation, and develop more personalized treatment planning aimed at improving participation in real-world settings.

Identify how virtual reality, eye-tracking, and heart rate variability can be used within recreational therapy to assess stress responses and self-regulation in college students with autism spectrum disorder. Describe how individualized gaze patterns, or “gaze fingerprints,” can help Certified Therapeutic Recreation Specialists recognize environmental stressors, coping strategies, and moments of dysregulation during simulated campus navigation. Identify how findings from VR-based assessment can inform recreational therapy treatment planning by proposing at least two ways to support emotional regulation, participation, and environmental readiness in autistic college students.

The use of Tabletop role playing games as a vehicle for social support and relationship building for autistic individual has been the subject of increasing research interest in recreation therapy and adjacent fields. While the body of literature has increased in the past three years, qualitative work which focuses on autistic adults’ experiences with TTRPGs remains scarce. This session will provide an overview of the speaker’s research into autistic adult’s experiences in the TTRPG hobby community, including a review of the supporting literature, study design and methodology, and findings. Future directions and implications for the recreation therapy profession will also be discussed.

-Identify three defining characteristics of tabletop role playing games -Describe two characteristics of supportive social environments as identified by autistic adults. -Summarize two of the themes as presented in the study’s findings.

Educators/Researchers

This session provides a comprehensive exploration of the ATRA Scope of Practice in Recreational Therapy, emphasizing the professional roles and responsibilities that guide ethical and effective service delivery. Presenters will describe how the scope of practice was shaped by credentialing standards, professional competencies, recreational therapists, and evidence-based practice. Emphasis on the sequential process, specific steps, and distinct phases utilized in the developments of the Scope will be identified. The session will also focus on how recreational therapists can apply the ATRA Scope of Practice to guide decision-making, ensure ethical and competent service delivery, and advocate for their role within interdisciplinary teams. Through applied examples and case scenarios, attendees will gain practical strategies for using scope of practice as an advocacy tool to strengthen professional identity, support appropriate intervention selection, and communicate the value of recreational therapy across settings. This session is designed for all recreational therapy professionals, students, and educators.

1. Verbalize the definition of the ATRA Scope of Practice in Recreational Therapy and explain its key components, including roles, responsibilities, and uses. 2. Verbalize the steps and phases taken to develop the recreational therapy scope of practice, including the role of professional organizations, credentialing standards, and evolving evidence-based practices. 3. Apply the ATRA Scope of Practice as an advocacy tool to promote recreational therapy to supervisors, administrators, and decision makers.

All

Social Prescribing is a model of practice that is an important topic for all recreational therapy speciality areas. It is essential that all recreational therapists understand the implications of social prescribing for their own practice. This session will describe ATRA's work to date. During the session, participants will review key words, case studies of application to the field, and a decision-tree method for incorporating social prescribing in any area of practice. Panelists include specialists from pediatrics, rehabilitation, older adult, and private practice. Each participant will leave with an action plan for integrating social prescribing into their own practice.

The participants will be able to 1. List three key words that are associated with recreational therapy and the application to social prescribing 2. Describe a decision tree to promote the integration of social prescribing into practice. 3. Identify a specific action plan for applying social prescribing mechanisms to their service area (e.g. pediatrics, rehabilitation, older adults, community-based practice, private practice, education).

All

Join us Sunday evening for our exhibitors social to enjoy appetizers and network with peers and exhibitors.

Join us Sunday evening for our exhibitors social to enjoy appetizers and network with peers and exhibitors.

An exercise program designed for community-dwelling individuals with Parkinson's disease was evaluated for the effect it had on depressive symptoms, anxiety, and self-confidence. The program occurred once a week for about 45-50 minutes and consisted of a warm-up, strength exercises, balance exercises, adaptive boxing, gait training, and a tai chi cool down. The strength exercises consisted of seated exercises utilizing a 4lbs medball. For balance, different stances were used while challenging the vestibular system by following commands "left, right, up, down," imitating real-life distractions that affect balance. The gait training was performed by implementing an obstacle course that ended in a corn hole game. The Hospital Anxiety and Depression Scale (HADS) and the Modified Falls Efficacy Scale (MFES) were used to examine outcomes. Wilcoxon signed rank testing was used to analyze the data. Results indicate that the protocol used may combat progression of Parkinson's disease symptoms.

1. To increase knowledge of the exercise protocol utilized 2. To identify at least 3 outcomes that the research has suggested 3. To identify how to bridge the gap from the research presented to practice

Rural and small-city residents with Parkinson's disease face compounding barriers to specialized rehabilitation, accelerating physical decline and isolation. This session presents findings from a 12-week APDA-funded community-based Recreational Therapy balance training program delivered to ten older adults (3 males, 7 females; Mean Age=69.6) in resource-limited Oklahoma settings. Participants showed large improvements in gait velocity, postural stability (Biodex Z-Score), fear of falling, anxiety, social engagement, and quality of life, with strong correlations between mobility gains and psychosocial outcomes. Attendees will gain a replicable framework for designing accessible RT balance interventions that address health disparities, alongside practical guidance on outcome measurement, community partnership development, and translating research into sustainable clinical practice for underserved PD populations

1. Describe the clinical rationale and evidence base for community-based Recreational Therapy balance training as an intervention for individuals with Parkinson's disease residing in rural or underserved settings. 2. Identify three validated outcome measures (Gait Velocity, Biodex Balance Z-Score, PDQ-39) used to evaluate physical and psychosocial change in PD populations, and interpret effect sizes to guide clinical decision-making. 3. Apply a replicable 12-week RT balance training protocol within their own practice setting, including session structure, progression strategies, and partnership models with communitis for reaching underserved PD patients.

Rural and small-city residents with Parkinson's disease face compounding barriers to specialized rehabilitation, accelerating physical decline and isolation. This session presents findings from a 12-week APDA-funded community-based Recreational Therapy balance training program delivered to ten older adults (3 males, 7 females; Mean Age=69.6) in resource-limited Oklahoma settings. Participants showed large improvements in gait velocity, postural stability (Biodex Z-Score), fear of falling, anxiety, social engagement, and quality of life, with strong correlations between mobility gains and psychosocial outcomes. Attendees will gain a replicable framework for designing accessible RT balance interventions that address health disparities, alongside practical guidance on outcome measurement, community partnership development, and translating research into sustainable clinical practice for underserved PD populations

1. Describe the clinical rationale and evidence base for community-based Recreational Therapy balance training as an intervention for individuals with Parkinson's disease residing in rural or underserved settings. 2. Identify three validated outcome measures (Gait Velocity, Biodex Balance Z-Score, PDQ-39) used to evaluate physical and psychosocial change in PD populations, and interpret effect sizes to guide clinical decision-making. 3. Apply a replicable 12-week RT balance training protocol within their own practice setting, including session structure, progression strategies, and partnership models with communitis for reaching underserved PD patients.

The number and proportion of older adults is rising rapidly as advances in modern medicine extend life expectancy. By 2034, adults over the age of 65 will outnumber those under 18 for the first time in U.S. history. Increased longevity is also associated with higher rates of age-related chronic conditions such as heart disease, cancer, and dementia, with many older adults managing multiple comorbidities that require frequent interaction with healthcare systems. As a result, healthcare professionals across disciplines will increasingly serve older patients. Because future recreational therapists will typically be younger than their patients, it is essential they are prepared to recognize ageist language and communicate in intergenerational contexts. Despite this need, undergraduate students in the College of Health Professions at Slippery Rock University previously had limited opportunities to develop intergenerational communication skills early in their academic training. To address this gap, we developed the Cultivating Opportunities for New Engagement, Communication, and Teamwork between First-Year Students and Community-Dwelling Older Adults (CONNECT) Program. Implemented within two FYRST Seminar classrooms during Fall 2025, CONNECT was designed to provide structured, faculty-facilitated intergenerational engagement. The CONNECT Program educated first-year students on ageism, intergenerational communication, engagement strategies, teamwork, and professional responsibility. Students were paired with community-dwelling older adults and participated in two in-person meetings and biweekly phone calls across the semester. This session will describe the findings in this mixed-method design.

1. summarize how a short-term intergenerational communication program alters quantitative assessments of ageism. 2. describe how short-term intergenerational communication program alters qualitative assessments of ageism. 3. identify ways to include intergenerational aspects into RT education and service-learning programs.

Research

This poster presents a case study exploring the impact of a combined therapeutic boxing and balance training program on functional mobility in an individual with Parkinson’s disease. Delivered within a recreational therapy framework, the intervention used structured, activity-based approaches to target gait, balance, and postural control. Outcomes demonstrated improvements in mobility and balance confidence, with variable changes in postural stability. Findings highlight the value of engaging, task-specific RT interventions and the importance of assessment-informed, individualized programming in supporting functional outcomes in individuals with PD.

1. Identify at least three assessment tools used to evaluate functional mobility, balance confidence, and postural stability in individuals with Parkinson’s disease. 2. Explain how the incorporation of therapeutic boxing within recreational therapy interventions can support improvements in movement initiation, coordination, and postural control in individuals with Parkinson’s disease. 3. Apply at least two strategies for integrating combined balance training and therapeutic boxing into recreational therapy practice to support functional mobility and participation.

This presentation describes the development and implementation of a community-based balance program designed specifically for individuals with Parkinson’s disease (PD) within a recreational therapy framework. The session will examine how evidence-based balance, strength, reaction-time, and functional mobility interventions can be adapted into accessible community programming that supports physical function, participation, and quality of life. Participants will review program structure, progression strategies, assessment selection, and implementation considerations relevant to recreational therapy practice. The presentation will highlight how recreational therapists can apply research-supported exercise principles in community settings while maintaining meaningful activity engagement, social interaction, and individualized adaptation. Outcome measures used to evaluate physical and psychosocial change will be discussed, including postural stability, mobility, confidence, and emotional well-being. Lessons learned from program implementation will be presented to support translation of evidence into practice.

Upon completion of this session, participants will be able to: Describe the key components of a community-based balance program for individuals with Parkinson’s disease within a recreational therapy setting. Identify at least three assessment tools used to evaluate balance, mobility, confidence, and psychosocial outcomes in individuals with Parkinson’s disease. Explain how recreational therapy principles can be integrated into evidence-based balance interventions to support engagement, adherence, and functional outcomes.

This poster highlights how recreational therapy (RT) can be used in school settings to support social skill development and reduce disruptive behaviors in K–12 students with disabilities. The program uses a structured, activity-based group model that emphasizes peer interaction, real-time skill practice, and guided processing. Assessment tools, including the School Social Behavior Scale (SSBS-2) and Home and Community Social Behavior Scales (HCSBS), were used to identify student needs, guide intervention planning, and evaluate changes in social and behavioral functioning across settings. Findings demonstrate improvements in social competence, with more gradual changes in antisocial behaviors. Practical implications include strategies for implementing group-based RT services, facilitating engagement, and supporting carryover of skills into classroom and home environments.

1. Describe the key components of a structured, activity-based recreational therapy (RT) group model used to support social competence and behavioral regulation in K–12 students. Apply assessment data from the School Social 2. Behavior Scale (SSBS-2) and Home and Community Social Behavior Scales (HCSBS) to identify target areas and inform RT intervention planning. 3. Demonstrate at least two RT strategies for facilitating peer interaction, promoting social skill development, and supporting behavioral regulation within group-based programming.

This poster presents an exploratory analysis of parent-reported outcomes of school-based recreational therapy (RT) using the Home and Community Social Behavior Scales (HCSBS). The project examines social competence and antisocial behavior in K–12 students receiving RT services and highlights the value of incorporating parent perspectives to better understand functioning beyond the school setting. The poster emphasizes the importance of multi-informant assessment and provides a framework for evaluating RT outcomes across home, school, and community environments.

1. Identify the purpose of using parent-reported measures (HCSBS) in evaluating school-based recreational therapy. 2. Differentiate between school-based and home/community-based assessment perspectives in RT evaluation. 3. Recognize key considerations when evaluating RT outcomes across multiple environments (school, home, community).

Research Institute Posters Gallery contains the following research presentations and researchers: Able-Bodied Female Support Staff in Wheelchair Rugby: Gender, Ability, and Power Dynamics Researchers: Joy Cabador, MS, CTRS, Michael Cottingham, PhD, Alyson Galanga, MD Adaptive Boxing: Effectiveness of an Exercise Group for Anxiety, Depressive Symptoms, and Self-Confidence in Individuals with Parkinson’s Disease Researchers: Chase Elizabeth Decker, BS (MS student), Elley Holder (RT Student), Dr. Tim Passmore, EdD, CTRS/L, FDRT Bridging the Care Gap: Impact of Community-Based RT Balance Training for Parkinson’s Patients with Limited Access to Rehabilitation in Oklahoma Researchers: Morgan S. Carr, MS student; Dr. Jungyu Lee, PhD, CTRS/L; Dr. Tim Passmore, EdD, CTRS/L, FDRT; Dr. Ho Han, PhD; Reed Holt, MS, CTRS/L; Stephan Acuna, MS Do Intergenerational Community-Engaged Connections Improve Ageism in Freshmen College Students? Researchers: Betsy Kemeny, PhD, CTRS, FDRT; Rahel Hartman, RT Student (SRU) Effects of Combined Therapeutic Boxing and Balance Training on Functional Mobility in Parkinson’s Disease: A Case Study Researchers: Kelley McCubbin, PhD, CTRS/L; Morgan S. Carr, BS Implementing a Community-Based Balance Program for Parkinson's Disease: A Recreational Therapy Practice Approach Researchers: Stephan Acuna, MS, ATRIC; Kelley McCubbin, PhD, CTRS/L; William Reed Holt, PhD, CTRS/L, ATRIC; Chase Decker, BS; Dr. Tim Passmore, EdD, CTRS/L, FDRT; Morgan S. Carr, BS Linking Assessment to Practice: Recreational Therapy Applications Using SSBS-2 and HCSBS in Schools Researcher: Kelley McCubbin, PhD, CTRS/L Parent-Reported Outcomes of Recreational Therapy in School-Based Settings: An Exploratory HCSBS Analysis of Social Competence and Antisocial Behavior Researcher: Kelley McCubbin, PhD, CTRS/L Sensory-Specific Adaptation in Postural Control Within a Recreational Therapy Balance Program for Parkinson’s Disease Researchers: Stephan Acuna, MS, ATRIC; Kelley McCubbin, PhD, CTRS/L; William Reed Holt, PhD, CTRS/L, ATRIC; Chase Decker, BS; Dr. Tim Passmore, EdD, CTRS/L, FDRT; Jungyu Lee, PhD, CTRS/L Sexual Health and LGBTQ+-Affirmative Practice for Individuals with IDD: Recreational Therapists’ Self-Efficacy and Perspectives Researchers: Ivanka Simić Stanojević, PhD, CTRS; Jennifer Piatt, PhD, CTRS Shifting Perspectives: The Influence of Recreation Therapy Education on Disability Awareness Researchers: Erick Kong, EdD, CTRS, RTC; Keelin Jardin, PhD, CTRS, RTC Socioemotional Changes Following Therapeutic Camp Participation in Children with Chronic Heart Conditions Researchers: Mary Claire Boothe, MS; Dr. Brittany Dao, PhD, CTRS/L The Impact of a Preferred Music Intervention in Recreational Therapy on Attention Deficit Hyperactivity Disorder Symptoms Researchers: Betsy Kemeny, PhD, CTRS, FDRT; Natalie Krulac, RT Student The Role of The Canadian Occupational Performance Measure (COPM) for Reaching Therapeutic Recreation Treatment Outcomes in an Outpatient Partial Hospitalization Program Researchers: Madeline Honaker, CTRS; Allie Altman, CTRS Third Places as a Refuge from Loneliness Among Adults with Serious Mental Illness Researchers: Bryan McCormick, PhD, CTRS; Eugene Brusilovskiy; Medha Saharya, MA; Gretchen Snethen, PhD, CTRS Virtual Reality as a Leisure Innovation Tool for Older Adults Researchers: Chung Sup Lee, PhD, CTRS; Heewon Yang, PhD, CTRS; Jay Kim, PhD, CTRS; Yongseop Kim, PhD, CTRS; Junhyoung Kim, PhD, CTRS

Students

Postural instability is a primary contributor to falls and reduced functional independence in individuals with Parkinson’s disease (PD), yet the way balance changes over time under different sensory conditions remains insufficiently understood. This session presents findings from a longitudinal analysis examining how postural stability and sway respond to repeated exposure to visual and surface-based balance challenges. Using data collected from individuals with PD across multiple testing sessions, linear mixed-effects models were used to evaluate the effects of time, vision (eyes open vs. eyes closed), and surface condition (firm vs. foam) on both global and directional measures of postural control. Results demonstrate that balance outcomes change differently depending on surface condition, with patterns indicating improvement over time under unstable (foam) conditions despite greater initial difficulty, while performance under stable (firm) conditions remains unchanged or declines slightly. These findings highlight the importance of distinguishing between absolute performance and longitudinal adaptation when interpreting balance outcomes. The session will translate these findings into practical implications for Recreational Therapy (RT) and related clinical settings. Attendees will examine how sensory-specific challenges can be incorporated into balance programming to engage proprioceptive and multisensory processes, and how longitudinal data can inform treatment planning beyond single time-point assessments. Emphasis will be placed on interpreting research findings within the limits of observational designs and applying evidence-based reasoning to clinical decision-making. Participants will leave with an improved understanding of how balance responds to sensory manipulation over time, how to interpret interaction effects in longitudinal data, and how to integrate structured balance challenges into RT practice in a safe and purposeful manner.

Upon completion of the session, participants will be able to: 1. Interpret longitudinal balance data by identifying and explaining Time × Surface interaction effects in postural stability and sway outcomes in individuals with Parkinson’s disease. 2. Differentiate between immediate performance differences and longitudinal adaptation when evaluating balance outcomes under firm and unstable surface conditions. 3. Apply sensory-specific balance challenges (e.g., foam and vision manipulation) to design or modify Recreational Therapy interventions aimed at improving postural control in individuals with Parkinson’s disease.

Recreational therapists (RTs) play a critical role in supporting the holistic well-being of individuals with intellectual and developmental disabilities (IDD). Yet, the sexual health needs of LGBTQ+ clients with IDD are often overlooked in practice. This session presents findings from a mixed-methods study examining RTs’ self-efficacy, attitudes, and experiences related to providing LGBTQ+-affirmative sexual health support to individuals with IDD. Quantitative results highlight key factors associated with higher self-efficacy, including greater LGBTQ+ knowledge, affirming attitudes, and prior training and experience. Results also demonstrate that RTs with higher self-efficacy are more likely to address a broader range of sexual health topics with clients. Conversely, students and early-career professionals report lower self-efficacy and reduced engagement in sexual health discussions, pointing to critical gaps in professional preparation. Qualitative findings further identify systemic, organizational, and sociocultural barriers that limit both service provision and the relationship experiences of LGBTQ+ individuals with IDD. Participants emphasized the need for inclusive environments, policy development, and accessible training and resources. This session will synthesize key findings and translate them into practical recommendations for RT education and practice, highlighting strategies to build competence, confidence, and inclusive care. Attendees will gain actionable insights to support LGBTQ+-affirmative sexual health practices and reduce disparities among individuals with IDD.

1. Identify at least three factors associated with RT’s self-efficacy in providing LGBTQ+-affirmative sexual health support to individuals with IDD. 2. Describe key individual, organizational, and systemic factors affecting sexual health support for LGBTQ+ individuals with IDD. 3. Apply at least two evidence-informed strategies for enhancing LGBTQ+-affirmative sexual health practice within recreational therapy education, training, or professional settings.

This study explores changes in socioemotional functioning among children with cardiac conditions after participation in a pediatric medical camp. Using a pretest-posttest design and the Pediatric Camp Outcome Measure, results indicated significant improvements in self-esteem, emotional functioning, and social functioning after camp participation. The presentation will discuss implications of medically supervised recreational camp experiences as a therapeutic intervention in recreational therapy practice, with emphasis on supporting emotional wellbeing, social connectedness, and perceived competence in children with chronic health conditions.

1. Describe how participation in a pediatric medical camp can impact socioemotional functioning (self-esteem, emotional functioning, and social functioning) in children with chronic cardiac conditions. 2. Explain how outcomes from pediatric medical camp programs can be used to understand the effectiveness of recreational therapy interventions. 3. Identify at least two recreational therapy practice strategies used in medically supervised camp environments to promote social connection, emotional regulation, and perceived competence among pediatric participants.

More than 15 million Americans living with Attention-Deficit Hyperactivity Disorder experience one or more symptoms. When left untreated, adults have lower earning potential, poorer physical health, and interpersonal difficulties. Approximately 1 in 3 individuals with ADHD take medications, but there can be negative side effects. Further research on nonpharmacological interventions is needed. A recent study supported music as a means to improve stress levels in individuals with ADHD, but no known research has studied the effectiveness of listening to preferred music in a recreational therapy intervention, chosen by the individual, for improved attention to task during academic work. This research study investigated the effectiveness of preferred music intervention for college students with ADHD.

The participant will be able to: 1. identify at least 3 symptoms of attention-deficit hyperactivity disorder that may be impacted by listening to preferred music during academic tasks. 2. Describe at least two benefits of listenting to preferred music intervention during academic tasks. 3. Determine two implications of preferred music intervention during academic tasks.

Educators/Researchers

This poster explores the use of the Canadian Occupational Performance Measure in Therapeutic Recreation within a Partial Hospitalization Program and analyzes data collected to further demonstrate evidence of positive outcomes.

1.) The audience will gain an increased understanding of the Canadian Occupational Performance Measure and its application to Partial Hospitalization Programs 2.) The audience of this poster will be able to identify how the Canadian Occupational Performance Measure can guide the selection of Therapeutic Recreation interventions within Partial Hospitalization Programs 3.) The audience will explore the use of the Canadian Occupational Performance Measure data for advocacy of patient outcomes and Therapeutic Recreation as part of the interdisciplinary team.

According to the Innovation Theory of Aging, adopting new leisure activities in later life is vital for promoting personal development and a revitalized sense of self. Virtual reality (VR), a new form of digital technology, and a growing body of research have provided evidence that VR programs are associated with a wide range of health benefits. In this study, we examined the impact of a sixteen-session VR program on the leisure satisfaction, leisure self-efficacy, and life satisfaction of older adults. A total of 23 participants completed the self-report measurements. While the VR program does not increase either the leisure engagement or life satisfaction of older adults, leisure satisfaction and leisure self-efficacy were significantly increased. This shows that adding a new leisure activity could offer older adults a manageable way to build new skills and cultivate a sense of confidence while enhancing their satisfaction with their leisure lifestyle.

After the session, the participants 1. will be able to list at least three benefits of a new leisure experience in older adults' health and well-being. 2. will be able to verbally explain at least two other groups who could benefit through virtual reality. 3. will be able to articulate at least two possible new leisure activities that can be considered as leisure innovations for older adults.

All

This interactive workshop invites RT educators of all kinds to take a fresh look at the materials they are already using in their teaching and align them in real time with evidence-based quality and accessibility standards. The session introduces a structured framework with an emphasis on applying quality appraisal criteria to evaluate what is taught and why it matters. Through a scaffolded approach, attendees will gain practical strategies to improve instructional quality, promote accessibility, and strengthen knowledge translation in RT education, with the potential for these refined resources to be contributed to a shared resource library for RT educators.

1) Identify 2 strengths and one gap in instructional materials using established quality and accessibility standards. 2) Apply structured evaluation criteria to assess one component of an RT educational resource. 3) Improve one RT educational resource based on evaluation findings and peer feedback.

Higher Education

This study explores how neighborhood environments shape psychosocial well-being, with a specific focus on differences experienced by individuals with disabilities. Using data from a large-scale survey of adults in the Phoenix Metropolitan Area, this session examines how perceived built environment features—such as walkability, safety, access to recreation, and neighborhood cohesion—relate to outcomes including life satisfaction, flourishing, and social support. Participants will be introduced to a Structural Equation Modeling (SEM) framework that integrates environmental, social, and behavioral factors. The session will highlight how disability status influences these relationships, revealing distinct pathways through which neighborhood conditions support or constrain well-being. Findings draw on validated measures of neighborhood cohesion, physical activity, and psychological well-being embedded within the survey design, offering a comprehensive view of how community-level factors intersect with individual health and participation. Designed as an interactive research institute, this session moves beyond traditional presentation. Attendees will engage in real-time interpretation of model pathways, contribute insights on measurement and variable selection, and help identify limitations and future directions for analysis. Guided discussion will focus on translating findings into practice, particularly within recreational therapy, inclusive program design, and community health planning. By the end of the session, participants will have a deeper understanding of how built environments differentially impact individuals with and without disabilities and will contribute to shaping a disability-informed research and practice agenda that advances equitable, community-based well-being.

Interpret Structural Pathways Participants will be able to interpret a Structural Equation Model (SEM) examining relationships between built environment accessibility, neighborhood cohesion, physical activity, and psychosocial well-being. Examine Disability as a Moderator Participants will be able to evaluate how disability status moderates relationships between environmental, social, and well-being variables, including identifying differential pathways and inequities. Apply Findings to Practice and Research Participants will be able to apply study findings to inform recreational therapy practice, inclusive community design, and future research directions focused on equitable, disability-informed well-being.

Research

This study explores how neighborhood environments shape psychosocial well-being, with a specific focus on differences experienced by individuals with disabilities. Using data from a large-scale survey of adults in the Phoenix Metropolitan Area, this session examines how perceived built environment features—such as walkability, safety, access to recreation, and neighborhood cohesion—relate to outcomes including life satisfaction, flourishing, and social support. Participants will be introduced to a Structural Equation Modeling (SEM) framework that integrates environmental, social, and behavioral factors. The session will highlight how disability status influences these relationships, revealing distinct pathways through which neighborhood conditions support or constrain well-being. Findings draw on validated measures of neighborhood cohesion, physical activity, and psychological well-being embedded within the survey design, offering a comprehensive view of how community-level factors intersect with individual health and participation. Designed as an interactive research institute, this session moves beyond traditional presentation. Attendees will engage in real-time interpretation of model pathways, contribute insights on measurement and variable selection, and help identify limitations and future directions for analysis. Guided discussion will focus on translating findings into practice, particularly within recreational therapy, inclusive program design, and community health planning. By the end of the session, participants will have a deeper understanding of how built environments differentially impact individuals with and without disabilities and will contribute to shaping a disability-informed research and practice agenda that advances equitable, community-based well-being.

Interpret Structural Pathways Participants will be able to interpret a Structural Equation Model (SEM) examining relationships between built environment accessibility, neighborhood cohesion, physical activity, and psychosocial well-being. Examine Disability as a Moderator Participants will be able to evaluate how disability status moderates relationships between environmental, social, and well-being variables, including identifying differential pathways and inequities. Apply Findings to Practice and Research Participants will be able to apply study findings to inform recreational therapy practice, inclusive community design, and future research directions focused on equitable, disability-informed well-being.

Research

This study explores how neighborhood environments shape psychosocial well-being, with a specific focus on differences experienced by individuals with disabilities. Using data from a large-scale survey of adults in the Phoenix Metropolitan Area, this session examines how perceived built environment features—such as walkability, safety, access to recreation, and neighborhood cohesion—relate to outcomes including life satisfaction, flourishing, and social support. Participants will be introduced to a Structural Equation Modeling (SEM) framework that integrates environmental, social, and behavioral factors. The session will highlight how disability status influences these relationships, revealing distinct pathways through which neighborhood conditions support or constrain well-being. Findings draw on validated measures of neighborhood cohesion, physical activity, and psychological well-being embedded within the survey design, offering a comprehensive view of how community-level factors intersect with individual health and participation. Designed as an interactive research institute, this session moves beyond traditional presentation. Attendees will engage in real-time interpretation of model pathways, contribute insights on measurement and variable selection, and help identify limitations and future directions for analysis. Guided discussion will focus on translating findings into practice, particularly within recreational therapy, inclusive program design, and community health planning. By the end of the session, participants will have a deeper understanding of how built environments differentially impact individuals with and without disabilities and will contribute to shaping a disability-informed research and practice agenda that advances equitable, community-based well-being.

Interpret Structural Pathways Participants will be able to interpret a Structural Equation Model (SEM) examining relationships between built environment accessibility, neighborhood cohesion, physical activity, and psychosocial well-being. Examine Disability as a Moderator Participants will be able to evaluate how disability status moderates relationships between environmental, social, and well-being variables, including identifying differential pathways and inequities. Apply Findings to Practice and Research Participants will be able to apply study findings to inform recreational therapy practice, inclusive community design, and future research directions focused on equitable, disability-informed well-being.

Research

Previous literature has indicated that belonging is an important outcome of participation in mainstream sports, yet within adaptive sports, it is often reported as a secondary or inductive outcome rather than an intentionally integrated construct in research design. This session presents findings from a scoping review exploring belonging among individuals with disabilities engaged in community adaptive sports, grounded in Hagerty’s Theory of Human Relatedness, emphasizing valued involvement and fit. Results indicate that adaptive sports facilitate belonging through opportunities for individuals to feel needed, supported, and aligned with their environment. Implications for recreational therapy highlight the importance of intentionally designing adaptive sport interventions to target belonging as a primary therapeutic outcome through person-centered programming.

1. Define the concept of belonging within adaptive sports using Hagerty’s Theory of Human Relatedness, including the core pillars of valued involvement and fit. 2. Examine how community adaptive sports programs facilitate belonging among individuals with disabilities, based on findings from a scoping review. 3. Apply implications from the scoping review to recreational therapy practice by identifying strategies to intentionally design adaptive sport interventions that target belonging as a primary therapeutic outcome.

Recreational Therapists already demonstrate leadership through clinical practice, management and system-level thinking. Yet many struggle to leverage these skills strategically or sustainably within their organizations and the broader field. This session explores how RTs can transform existing clinical skills and values into effective leadership and advocacy without burning out, integrating real-world advocacy and national public policy examples to illuminate leadership in action. This session is designed for experienced clinicians, supervisors, and managers seeking to lead with intention and sustainability and will include interactive self-reflection opportunities to apply to your practice.

1. Describe how core recreational therapy skills connect to transformational and organizational leadership behaviors that drive advocacy and organizational change. 2. Analyze burnout as it relates to advocacy, and apply at least one strategy to sustain leadership effectiveness. 3. Identify 2 personal opportunities for leadership and advocacy for the future.

All

Recreational Therapists already demonstrate leadership through clinical practice, management and system-level thinking. Yet many struggle to leverage these skills strategically or sustainably within their organizations and the broader field. This session explores how RTs can transform existing clinical skills and values into effective leadership and advocacy without burning out, integrating real-world advocacy and national public policy examples to illuminate leadership in action. This session is designed for experienced clinicians, supervisors, and managers seeking to lead with intention and sustainability and will include interactive self-reflection opportunities to apply to your practice.

1. Describe how core recreational therapy skills connect to transformational and organizational leadership behaviors that drive advocacy and organizational change. 2. Analyze burnout as it relates to advocacy, and apply at least one strategy to sustain leadership effectiveness. 3. Identify 2 personal opportunities for leadership and advocacy for the future.

All

Recreational Therapists already demonstrate leadership through clinical practice, management and system-level thinking. Yet many struggle to leverage these skills strategically or sustainably within their organizations and the broader field. This session explores how RTs can transform existing clinical skills and values into effective leadership and advocacy without burning out, integrating real-world advocacy and national public policy examples to illuminate leadership in action. This session is designed for experienced clinicians, supervisors, and managers seeking to lead with intention and sustainability and will include interactive self-reflection opportunities to apply to your practice.

1. Describe how core recreational therapy skills connect to transformational and organizational leadership behaviors that drive advocacy and organizational change. 2. Analyze burnout as it relates to advocacy, and apply at least one strategy to sustain leadership effectiveness. 3. Identify 2 personal opportunities for leadership and advocacy for the future.

All

This study investigates the impact of neighborhood environments on psychosocial well-being, utilizing data from a 2025 population-based survey of adults in the Phoenix Metropolitan Area (n = 800). This research, informed by ecological systems theory, employs structural equation modeling (SEM) to assess both direct and indirect relationships between built environment attributes (such as walkability, safety, and recreational access) and well-being outcomes. A confirmatory factor analysis (CFA) exhibited outstanding model fit (CFI = .973, RMSEA = .049), corroborating the validity of essential constructs. The structural model results demonstrated that the built environment significantly predicted neighborhood cohesion (β = .676) and was directly correlated with psychosocial well-being (β = .343). Social support showed a robust correlation with well-being, whereas neighborhood cohesion had a rather weak effect, and physical activity had a minimal effect. Mediation analyses demonstrated that the relationship between the built environment and well-being was not significantly explained by social and behavioral pathways, contrary to expectations. Rather, the results indicate that environmental conditions directly affect psychosocial well-being. Moderation analysis further demonstrated that the relationship was not significantly affected by disability status, despite the possibility that statistical power was diminished by sample size constraints. These results underscore the significance of environmental context in the development of well-being and challenge the notion that behavioral pathways are the primary mechanisms of influence. The necessity of prioritizing environment-centered approaches that improve accessibility, safety, and opportunities for engagement across diverse populations is underscored by the implications for recreational therapy.

By the end of this session, participants will be able to: 1. Describe how structural equation modeling (SEM) can be used to examine environmental influences on psychosocial well-being. 2. Interpret direct, indirect, and non-significant mediation pathways in SEM results. 3. Apply findings to inform environment-centered recreational therapy practice and program design.

All

This study investigates the impact of neighborhood environments on psychosocial well-being, utilizing data from a 2025 population-based survey of adults in the Phoenix Metropolitan Area (n = 800). This research, informed by ecological systems theory, employs structural equation modeling (SEM) to assess both direct and indirect relationships between built environment attributes (such as walkability, safety, and recreational access) and well-being outcomes. A confirmatory factor analysis (CFA) exhibited outstanding model fit (CFI = .973, RMSEA = .049), corroborating the validity of essential constructs. The structural model results demonstrated that the built environment significantly predicted neighborhood cohesion (β = .676) and was directly correlated with psychosocial well-being (β = .343). Social support showed a robust correlation with well-being, whereas neighborhood cohesion had a rather weak effect, and physical activity had a minimal effect. Mediation analyses demonstrated that the relationship between the built environment and well-being was not significantly explained by social and behavioral pathways, contrary to expectations. Rather, the results indicate that environmental conditions directly affect psychosocial well-being. Moderation analysis further demonstrated that the relationship was not significantly affected by disability status, despite the possibility that statistical power was diminished by sample size constraints. These results underscore the significance of environmental context in the development of well-being and challenge the notion that behavioral pathways are the primary mechanisms of influence. The necessity of prioritizing environment-centered approaches that improve accessibility, safety, and opportunities for engagement across diverse populations is underscored by the implications for recreational therapy.

By the end of this session, participants will be able to: 1. Describe how structural equation modeling (SEM) can be used to examine environmental influences on psychosocial well-being. 2. Interpret direct, indirect, and non-significant mediation pathways in SEM results. 3. Apply findings to inform environment-centered recreational therapy practice and program design.

All

Artificial intelligence is reshaping how recreational therapists document care, design interventions, conduct research, and pursue professional development. The ATRA Task Force on Artificial Intelligence in Recreational Therapy was launched in October 2025 with a charge from the ATRA Board of Directors to examine the current and potential impacts of AI on the field and to produce evidence-informed recommendations for practitioners, educators, employers, and ATRA leadership. This session presents the task force’s key findings from an environmental scan and multi-domain literature review spanning allied health professions, higher education, workplace policy, academic publishing, and public health. Attendees will gain a clear picture of where AI is already influencing the profession, from HIPAA/FERPA-compliant documentation platforms to agentic AI tools that can autonomously complete continuing education modules, and the serious ethical, privacy, and academic integrity concerns these tools raise. The session will highlight stakeholder perspectives gathered from practitioners, educators, students, administrators, and consumers, and will preview the structure and key recommendations of the forthcoming white paper. Attendees will leave with a practical framework for evaluating AI tools in their own settings and an understanding of the ethical guardrails that should guide adoption.

1. Identify at least three evidence-informed opportunities and three significant risks associated with AI integration in recreational therapy practice, education, and administration, drawing on the task force’s multi-domain literature review. 2. Analyze the ethical implications of current and emerging AI tools, including generative and agentic AI, as they relate to HIPAA/FERPA compliance, professional development integrity, academic honesty, and client-centered care within their own professional context. 3. Apply at least two draft recommendations from the ATRA AI Task Force white paper to evaluate AI tools or policies within their specific work setting, and articulate steps they can take to contribute to the profession’s ongoing development of AI standards.

All

Artificial intelligence is reshaping how recreational therapists document care, design interventions, conduct research, and pursue professional development. The ATRA Task Force on Artificial Intelligence in Recreational Therapy was launched in October 2025 with a charge from the ATRA Board of Directors to examine the current and potential impacts of AI on the field and to produce evidence-informed recommendations for practitioners, educators, employers, and ATRA leadership. This session presents the task force’s key findings from an environmental scan and multi-domain literature review spanning allied health professions, higher education, workplace policy, academic publishing, and public health. Attendees will gain a clear picture of where AI is already influencing the profession, from HIPAA/FERPA-compliant documentation platforms to agentic AI tools that can autonomously complete continuing education modules, and the serious ethical, privacy, and academic integrity concerns these tools raise. The session will highlight stakeholder perspectives gathered from practitioners, educators, students, administrators, and consumers, and will preview the structure and key recommendations of the forthcoming white paper. Attendees will leave with a practical framework for evaluating AI tools in their own settings and an understanding of the ethical guardrails that should guide adoption.

1. Identify at least three evidence-informed opportunities and three significant risks associated with AI integration in recreational therapy practice, education, and administration, drawing on the task force’s multi-domain literature review. 2. Analyze the ethical implications of current and emerging AI tools, including generative and agentic AI, as they relate to HIPAA/FERPA compliance, professional development integrity, academic honesty, and client-centered care within their own professional context. 3. Apply at least two draft recommendations from the ATRA AI Task Force white paper to evaluate AI tools or policies within their specific work setting, and articulate steps they can take to contribute to the profession’s ongoing development of AI standards.

All

Recreational therapy (RT) continues to expand across health care and community contexts, yet many Certified Therapeutic Recreation Specialists (CTRSs) report ongoing challenges with role clarity, professional visibility, and communicating RT’s distinct therapeutic contribution within interdisciplinary systems. These challenges are not only professional or political - they shape day-to-day clinical decision-making, collaboration, advocacy, and long-term sustainability in the field. This research session translates findings from a two-phase sequential explanatory mixed methods study examining how CTRSs understand, develop, enact, and sustain professional identity across contemporary practice settings. Phase 1 survey data (N = 375; United States and Canada) supported a multidimensional structure of professional identity using exploratory factor analysis (five factors). Phase 2 photovoice and semi-structured interviews (n = 8) provided visual and narrative accounts illustrating how professional identity is enacted through relational labor, sustained through values alignment and grounding practices, and shaped by structural/organizational conditions (e.g., leadership knowledge, supervision, role clarity, recognition, and staffing). Integrated findings reframe sustainability as a systems-shaped process rather than an individual resilience problem and offer practical strategies for practitioners, educators, and leaders to make relational work visible, strengthen role clarity, and support RT workforce sustainability.

By the end of this session, participants will be able to: 1. Summarize the integrated mixed methods findings describing how CTRSs enact and sustain professional identity (relational labor, grounding/values alignment, and structural influences). 2. List at least three common organizational conditions that support or erode RT professional identity (e.g., role clarity, documentation/metrics expectations, supervision fit, leadership understanding, interdisciplinary status). 3. Implement at least two practice-relevant strategies to strengthen professional identity sustainability in their setting (e.g., language to describe relational labor, documentation/communication approaches, mentorship/reflective supports, leadership advocacy targets).

All

Recreational therapy (RT) continues to expand across health care and community contexts, yet many Certified Therapeutic Recreation Specialists (CTRSs) report ongoing challenges with role clarity, professional visibility, and communicating RT’s distinct therapeutic contribution within interdisciplinary systems. These challenges are not only professional or political - they shape day-to-day clinical decision-making, collaboration, advocacy, and long-term sustainability in the field. This research session translates findings from a two-phase sequential explanatory mixed methods study examining how CTRSs understand, develop, enact, and sustain professional identity across contemporary practice settings. Phase 1 survey data (N = 375; United States and Canada) supported a multidimensional structure of professional identity using exploratory factor analysis (five factors). Phase 2 photovoice and semi-structured interviews (n = 8) provided visual and narrative accounts illustrating how professional identity is enacted through relational labor, sustained through values alignment and grounding practices, and shaped by structural/organizational conditions (e.g., leadership knowledge, supervision, role clarity, recognition, and staffing). Integrated findings reframe sustainability as a systems-shaped process rather than an individual resilience problem and offer practical strategies for practitioners, educators, and leaders to make relational work visible, strengthen role clarity, and support RT workforce sustainability.

By the end of this session, participants will be able to: 1. Summarize the integrated mixed methods findings describing how CTRSs enact and sustain professional identity (relational labor, grounding/values alignment, and structural influences). 2. List at least three common organizational conditions that support or erode RT professional identity (e.g., role clarity, documentation/metrics expectations, supervision fit, leadership understanding, interdisciplinary status). 3. Implement at least two practice-relevant strategies to strengthen professional identity sustainability in their setting (e.g., language to describe relational labor, documentation/communication approaches, mentorship/reflective supports, leadership advocacy targets).

All

Recreational therapy (RT) continues to expand across health care and community contexts, yet many Certified Therapeutic Recreation Specialists (CTRSs) report ongoing challenges with role clarity, professional visibility, and communicating RT’s distinct therapeutic contribution within interdisciplinary systems. These challenges are not only professional or political - they shape day-to-day clinical decision-making, collaboration, advocacy, and long-term sustainability in the field. This research session translates findings from a two-phase sequential explanatory mixed methods study examining how CTRSs understand, develop, enact, and sustain professional identity across contemporary practice settings. Phase 1 survey data (N = 375; United States and Canada) supported a multidimensional structure of professional identity using exploratory factor analysis (five factors). Phase 2 photovoice and semi-structured interviews (n = 8) provided visual and narrative accounts illustrating how professional identity is enacted through relational labor, sustained through values alignment and grounding practices, and shaped by structural/organizational conditions (e.g., leadership knowledge, supervision, role clarity, recognition, and staffing). Integrated findings reframe sustainability as a systems-shaped process rather than an individual resilience problem and offer practical strategies for practitioners, educators, and leaders to make relational work visible, strengthen role clarity, and support RT workforce sustainability.

By the end of this session, participants will be able to: 1. Summarize the integrated mixed methods findings describing how CTRSs enact and sustain professional identity (relational labor, grounding/values alignment, and structural influences). 2. List at least three common organizational conditions that support or erode RT professional identity (e.g., role clarity, documentation/metrics expectations, supervision fit, leadership understanding, interdisciplinary status). 3. Implement at least two practice-relevant strategies to strengthen professional identity sustainability in their setting (e.g., language to describe relational labor, documentation/communication approaches, mentorship/reflective supports, leadership advocacy targets).

All

Research Institute 4 contains the following research oral presentations and researchers: Disability, Built Environment, and Psychosocial Well-Being: A Structural Equation Modeling Analysis of the Phoenix Metropolitan Area Researchers: Christina J Coleman, Ph.D, CTRS Modeling Built Environment and Psychosocial Pathways to Well-Being: A Structural Equation Analysis Researchers: Christina J Coleman, Ph.D, CTRS Professional Identity Sustainability in Recreational Therapy: Mixed Methods Findings and Practical Applications Researchers: Ashley Hamilton, Ph.D, CTRS, CARSS II; Angela Wozencroft, Ph.D, CTRS, CARSS II, FDRT; Steven N Waller, Ph.D, DMin; Leia Cain, Ph.D; Jeffrey Graham, PhD Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Students

Research Institute 4 contains the following research oral presentations and researchers: Disability, Built Environment, and Psychosocial Well-Being: A Structural Equation Modeling Analysis of the Phoenix Metropolitan Area Researchers: Christina J Coleman, Ph.D, CTRS Modeling Built Environment and Psychosocial Pathways to Well-Being: A Structural Equation Analysis Researchers: Christina J Coleman, Ph.D, CTRS Professional Identity Sustainability in Recreational Therapy: Mixed Methods Findings and Practical Applications Researchers: Ashley Hamilton, Ph.D, CTRS, CARSS II; Angela Wozencroft, Ph.D, CTRS, CARSS II, FDRT; Steven N Waller, Ph.D, DMin; Leia Cain, Ph.D; Jeffrey Graham, PhD Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Students

Research Institute 4 contains the following research oral presentations and researchers: Disability, Built Environment, and Psychosocial Well-Being: A Structural Equation Modeling Analysis of the Phoenix Metropolitan Area Researchers: Christina J Coleman, Ph.D, CTRS Modeling Built Environment and Psychosocial Pathways to Well-Being: A Structural Equation Analysis Researchers: Christina J Coleman, Ph.D, CTRS Professional Identity Sustainability in Recreational Therapy: Mixed Methods Findings and Practical Applications Researchers: Ashley Hamilton, Ph.D, CTRS, CARSS II; Angela Wozencroft, Ph.D, CTRS, CARSS II, FDRT; Steven N Waller, Ph.D, DMin; Leia Cain, Ph.D; Jeffrey Graham, PhD Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Students

This session will introduce Therapeutic and Inclusive Recreation Programming (TIRP) in schools as a way to mobilize collective efforts to increase access to comprehensive, quality programming that promotes school connectedness, social-emotional health, and self-determination. TIRP is defined as recreation-based activities designed to support the social, emotional, physical, and academic growth of all students through adaptable, student-centered, and engaging experiences. Grounded in the Whole School, Whole Community, Whole Child (WSCC) framework, this session presents findings from a multi-year design-based mixed methods study conducted in Arizona schools. The research examined program delivery and student outcomes using observations, journals, surveys, and iterative collaboration with community partners to refine implementation. The session introduces the Guide to Therapeutic and Inclusive Recreation Programming in Arizona Schools as a tool to support implementation across school settings. The guide outlines key guiding principles (e.g., student-centered, equitable, collaborative) and programming components (recreational therapy, activity-based learning, recreation instruction, and play) necessary to establish comprehensive and sustainable programming.

• Attendees will be able to describe the principles and programming components of exemplary Therapeutic and Inclusive Recreation Programming (TIRP) to promote school connectedness, social-emotional health, and self-determination before, during, and after school. • Attendees will be able to explain how coordination of process, practice, policy, and funding supports the evidence-based implementation and sustainability of TIRP in schools. • Attendees will be able to identify strategies to advocate for and advance the integration of therapeutic and inclusive recreation in schools to enhance school connectedness and student health outcomes.

This interactive and practice‑informed session explores the events, factors, and trends in public education that sparked—and continue to drive—Recreation Therapy’s rapid expansion within and beyond a single school district, generating strong momentum and opportunity. Grounded in federal IDEA requirements, California Education Code, the NCTRC Job Analysis, and a strong social lens, participants will gain insight into Recreation Therapy as a related service and how it is implemented in a large urban school district to support students in accessing their educational programs while fostering joy, engagement, and inclusion through meaningful social participation. The session highlights the role of the Recreation Therapist, service delivery models, interdisciplinary collaboration, key successes, and real challenges encountered along the way. Pictorial case studies allow participants to “peek inside” effective school‑based RT interventions, illustrating how intervention design, student age, grade, and educational factors support the recommendation for services. Designed for Recreation Therapists who find themselves stepping into school‑based practice—by design, surprise, or circumstance—or who want to stand alongside colleagues and advocate for students and the profession, the session closes with a clear call to action: as school based RT continues to take root and take off, RTs must claim the driver’s seat and collectively define what comes next, Participants will discuss and identify possible next steps through practice guidelines, relationships, research, policy or advocacy to ensure the future of school‑based Recreation Therapy remains student‑centered, sustainable, and led by the field itself.

Participants will be able to: 1. Explain three laws, foundational frameworks or practices that guide the implementation of Recreation Therapy within the public school settings. 2. Identify one role of a Recreation Therapist within a public school setting as part of an IEP‑driven related service and one role RTs may play in supporting students through non‑IEP‑based supports. 3. Identify at least one concrete strategy participants can implement within their own role or setting to advocate for, support, or expand next‑step actions that advance school‑based Recreation Therapy practice

Connecting Recreational Therapy to the future begins with an upward spiral of growth, innovation, and professional recognition. This session uses Barbara Fredrickson’s Broaden-and-Build Theory (2004) as a foundational lens to rethink the longevity of our profession. This session explores how fostering positive emotions and high-quality experiences among clients, clinicians, and administrators "broadens" our collective mindset—moving the profession toward the "novel thoughts and activities" required to secure administrative buy-in and diversify funding. Building on this theoretical foundation, this session will connect theory to practice through RT Medicaid reimbursement in Utah's "Wild West". This session will examine the Utah licensure structure and the legislative advocacy efforts that have paved the way for modern practice. Participants will learn how to leverage facility data as a powerful marketing tool to demonstrate value to stakeholders and decision-makers. Professionals can use the Broaden-and-Build framework with pragmatic billing strategies to elevate their professional status and connect to the future of recreational therapy practice.

By the end of this session, participants will be able to: 1. Explain the application of the Broaden-and-Build Theory in establishing the sustainability and professional status of Recreational Therapy. 2. Analyze the role of "novel thoughts and activities" in securing administrator buy-in and diversifying program funding. 3. Discuss how data collection from facilities can be leveraged to market RT services to stakeholders and decision-makers. 4. Identify one action step to Broaden and Build the Practice of Recreational Therapy.

This study explores how neighborhood environments shape psychosocial well-being, with a specific focus on differences experienced by individuals with disabilities. Using data from a large-scale survey of adults in the Phoenix Metropolitan Area, this session examines how perceived built environment features—such as walkability, safety, access to recreation, and neighborhood cohesion—relate to outcomes including life satisfaction, flourishing, and social support. Participants will be introduced to a Structural Equation Modeling (SEM) framework that integrates environmental, social, and behavioral factors. The session will highlight how disability status influences these relationships, revealing distinct pathways through which neighborhood conditions support or constrain well-being. Findings draw on validated measures of neighborhood cohesion, physical activity, and psychological well-being embedded within the survey design, offering a comprehensive view of how community-level factors intersect with individual health and participation. Designed as an interactive research institute, this session moves beyond traditional presentation. Attendees will engage in real-time interpretation of model pathways, contribute insights on measurement and variable selection, and help identify limitations and future directions for analysis. Guided discussion will focus on translating findings into practice, particularly within recreational therapy, inclusive program design, and community health planning. By the end of the session, participants will have a deeper understanding of how built environments differentially impact individuals with and without disabilities and will contribute to shaping a disability-informed research and practice agenda that advances equitable, community-based well-being.

Interpret Structural Pathways Participants will be able to interpret a Structural Equation Model (SEM) examining relationships between built environment accessibility, neighborhood cohesion, physical activity, and psychosocial well-being. Examine Disability as a Moderator Participants will be able to evaluate how disability status moderates relationships between environmental, social, and well-being variables, including identifying differential pathways and inequities. Apply Findings to Practice and Research Participants will be able to apply study findings to inform recreational therapy practice, inclusive community design, and future research directions focused on equitable, disability-informed well-being.

Research

Recreational therapy (RT) continues to expand across health care and community contexts, yet many Certified Therapeutic Recreation Specialists (CTRSs) report ongoing challenges with role clarity, professional visibility, and communicating RT’s distinct therapeutic contribution within interdisciplinary systems. These challenges are not only professional or political - they shape day-to-day clinical decision-making, collaboration, advocacy, and long-term sustainability in the field. This research session translates findings from a two-phase sequential explanatory mixed methods study examining how CTRSs understand, develop, enact, and sustain professional identity across contemporary practice settings. Phase 1 survey data (N = 375; United States and Canada) supported a multidimensional structure of professional identity using exploratory factor analysis (five factors). Phase 2 photovoice and semi-structured interviews (n = 8) provided visual and narrative accounts illustrating how professional identity is enacted through relational labor, sustained through values alignment and grounding practices, and shaped by structural/organizational conditions (e.g., leadership knowledge, supervision, role clarity, recognition, and staffing). Integrated findings reframe sustainability as a systems-shaped process rather than an individual resilience problem and offer practical strategies for practitioners, educators, and leaders to make relational work visible, strengthen role clarity, and support RT workforce sustainability.

By the end of this session, participants will be able to: 1. Summarize the integrated mixed methods findings describing how CTRSs enact and sustain professional identity (relational labor, grounding/values alignment, and structural influences). 2. List at least three common organizational conditions that support or erode RT professional identity (e.g., role clarity, documentation/metrics expectations, supervision fit, leadership understanding, interdisciplinary status). 3. Implement at least two practice-relevant strategies to strengthen professional identity sustainability in their setting (e.g., language to describe relational labor, documentation/communication approaches, mentorship/reflective supports, leadership advocacy targets).

All

As a crucial part of the APIED process, Recreational Therapists must document their patient’s/client’s progress towards their therapy goals. While the need for documentation in healthcare settings has been well described, there is currently no standardized way to capture what happens in clinical care. In addition, narrative or text-based documentation can vary widely and limit how data can be extracted. Therefore, a new form of documentation was created at our institution to capture the dose of therapy through frequency, intensity, time, and type (FITT) of therapy. In this session, there will be a brief overview of FITT documentation, including the theoretical foundations of the approach. Initial implementation and expansion throughout other service areas will also be described. Finally, future implications of standardized documentation of therapy dose will be discussed.

1. Verbalize the foundation of FITT documentation for therapeutic recreation services at one pediatric hospital 2. Identify the four elements of dose included in FITT documentation (frequency, intensity, time, and type). 3. Explore future implications for FITT documentation at one hospital and within the field of therapeutic recreation

All

As a crucial part of the APIED process, Recreational Therapists must document their patient’s/client’s progress towards their therapy goals. While the need for documentation in healthcare settings has been well described, there is currently no standardized way to capture what happens in clinical care. In addition, narrative or text-based documentation can vary widely and limit how data can be extracted. Therefore, a new form of documentation was created at our institution to capture the dose of therapy through frequency, intensity, time, and type (FITT) of therapy. In this session, there will be a brief overview of FITT documentation, including the theoretical foundations of the approach. Initial implementation and expansion throughout other service areas will also be described. Finally, future implications of standardized documentation of therapy dose will be discussed.

1. Verbalize the foundation of FITT documentation for therapeutic recreation services at one pediatric hospital 2. Identify the four elements of dose included in FITT documentation (frequency, intensity, time, and type). 3. Explore future implications for FITT documentation at one hospital and within the field of therapeutic recreation

All

This interactive workshop invites RT educators of all kinds to take a fresh look at the materials they are already using in their teaching and align them in real time with evidence-based quality and accessibility standards. The session introduces a structured framework with an emphasis on applying quality appraisal criteria to evaluate what is taught and why it matters. Through a scaffolded approach, attendees will gain practical strategies to improve instructional quality, promote accessibility, and strengthen knowledge translation in RT education, with the potential for these refined resources to be contributed to a shared resource library for RT educators.

1) Identify 2 strengths and one gap in instructional materials using established quality and accessibility standards. 2) Apply structured evaluation criteria to assess one component of an RT educational resource. 3) Improve one RT educational resource based on evaluation findings and peer feedback.

Higher Education

This interactive workshop invites RT educators of all kinds to take a fresh look at the materials they are already using in their teaching and align them in real time with evidence-based quality and accessibility standards. The session introduces a structured framework with an emphasis on applying quality appraisal criteria to evaluate what is taught and why it matters. Through a scaffolded approach, attendees will gain practical strategies to improve instructional quality, promote accessibility, and strengthen knowledge translation in RT education, with the potential for these refined resources to be contributed to a shared resource library for RT educators.

1) Identify 2 strengths and one gap in instructional materials using established quality and accessibility standards. 2) Apply structured evaluation criteria to assess one component of an RT educational resource. 3) Improve one RT educational resource based on evaluation findings and peer feedback.

Higher Education

This interactive workshop invites RT educators of all kinds to take a fresh look at the materials they are already using in their teaching and align them in real time with evidence-based quality and accessibility standards. The session introduces a structured framework with an emphasis on applying quality appraisal criteria to evaluate what is taught and why it matters. Through a scaffolded approach, attendees will gain practical strategies to improve instructional quality, promote accessibility, and strengthen knowledge translation in RT education, with the potential for these refined resources to be contributed to a shared resource library for RT educators.

1) Identify 2 strengths and one gap in instructional materials using established quality and accessibility standards. 2) Apply structured evaluation criteria to assess one component of an RT educational resource. 3) Improve one RT educational resource based on evaluation findings and peer feedback.

Higher Education

This session will focus on the responsibilities of a site visitor for the Committee on Accreditation of Recreational Therapy Education (CARTE). The responsibilities include education standards in recreational therapy, process of the site visit, specific steps each site visitor will be performing and the difference roles of individuals who serve as site visitors.

identify the steps in the site visit process. identify a minimum of 5 accreditation standards that academic programs in recreational therapy must meet. identify the process of obtaining the credentials to serve as a site visitor.

Higher Education

This session will focus on the responsibilities of a site visitor for the Committee on Accreditation of Recreational Therapy Education (CARTE). The responsibilities include education standards in recreational therapy, process of the site visit, specific steps each site visitor will be performing and the difference roles of individuals who serve as site visitors.

identify the steps in the site visit process. identify a minimum of 5 accreditation standards that academic programs in recreational therapy must meet. identify the process of obtaining the credentials to serve as a site visitor.

Higher Education

This session will cover the Life Spaces Practice Model, a unifying approach to connect the field of therapeutic recreation across settings. Those attending will explore the personal and community life spaces within recreational therapy practice settings. This therapeutic approach aims to provide clear guidance for the facilitation of activity based interventions, social prescribing, and inclusive programming while introducing several disability studies concepts. Therapist will be challenged to become leaders on their treatment team in providing person centered therapeutic experiences that consider the lived experience of clients.

Those attending will explore the concept of life spaces within therapeutic settings Those attending will be able to verbalize how to apply the personal life space to recreational therapy practice Those attending will be able to verbalize how to apply the community life space to recreational therapy practice

All

This session will review a unique program designed to develop vocational skills. Teens who have disabilities often have limited opportunities for summer programming, social interaction, and job skill development. We will explore the development of University of Tennessee Gardens’ Sow 2 Grow program. This program utilizes both horticultural therapy and recreational therapy techniques to give teens with disabilities opportunities to learn about horticulture and connect their interests to future career and leisure opportunities. This presentation will review the development of Sow 2 Grow from idea through implementation. This case example will give participants the ability to see the benefits of needs assessments, program piloting, and program implementation to develop a vocational skill straining program. Presenters will also discuss funding options and share an example of a successful grant application to fund future program development. The session will end with tips and recommendations on program development and evaluation to help practitioners apply recommendations to future program development or enhancement.

1. identify three reasons to utilize needs assessments during the program development stage. 2. discuss the benefits of using horticulture and recreational programs to enhance vocational training for teens with disabilities. 3. explore at least three funding methods to help support recreational therapy programming.

Discover how to enhance your practice as a Recreation Therapist through our session, “Energize & Empower: Overcoming Burnout in Recreation Therapy.” Join us as we explore evidence-based coaching strategies that improve cognition and reduce fatigue, which are essential for maintaining well-being in therapeutic settings. Through interactive discussions and guided activities, participants will assess their current status, set actionable goals for improvement, and learn evidence-based stress-recovery techniques. Participants will gain personalized insights into daily habits that promote a balanced and energized approach to both professional and personal life. This session is designed to help Recreation Therapists reignite their passion for their work, enhance their overall well-being, and learn about how to thrive in the demanding field of Therapeutic Recreation.

1. Identify at least 3 techniques to enhance mental and physical energy while working in a therapeutic setting. 2. Identify at least 2 strategies for maintaining clarity and focus in professional practice. 3. Develop a personalized plan incorporating at least 2 high performance habits in their daily routines to reduce burnout and increase resilience.

All

This session explores how the Arizona State Therapeutic Recreation Association (ASTRA) has strategically leveraged conferences as a catalyst for organizational growth, resulting in increased membership, deeper engagement, and stronger professional identity among recreational therapists. Grounded in established theoretical frameworks; including Self-Determination, Communities of Practice, Social Capital, and Maslow’s Hierarchy of Needs, this session reframes conferences as more than events, positioning them as developmental environments that foster connection, belonging, and leadership within the profession. Drawing on examples from ASTRA’s conference planning and implementation, attendees will learn practical strategies to strengthen professional relationships, support skill development and confidence, and create clear pathways for involvement.

1. Identify two theory-informed strategies (e.g., Self-Determination Theory, Communities of Practice) to promote member engagement and professional competency. 2. Apply at least three strategies for using conference design (e.g., sessions, networking, programming) to develop professional relationships, enhance stakeholder engagement, and align with member needs, interests, and professional development goals. 3. Evaluate two facilitation strategies used in conference programming to promote participation, inclusion, and leadership.

All

Previous literature has indicated that belonging is an important outcome of participation in mainstream sports, yet within adaptive sports, it is often reported as a secondary or inductive outcome rather than an intentionally integrated construct in research design. This session presents findings from a scoping review exploring belonging among individuals with disabilities engaged in community adaptive sports, grounded in Hagerty’s Theory of Human Relatedness, emphasizing valued involvement and fit. Results indicate that adaptive sports facilitate belonging through opportunities for individuals to feel needed, supported, and aligned with their environment. Implications for recreational therapy highlight the importance of intentionally designing adaptive sport interventions to target belonging as a primary therapeutic outcome through person-centered programming.

1. Define the concept of belonging within adaptive sports using Hagerty’s Theory of Human Relatedness, including the core pillars of valued involvement and fit. 2. Examine how community adaptive sports programs facilitate belonging among individuals with disabilities, based on findings from a scoping review. 3. Apply implications from the scoping review to recreational therapy practice by identifying strategies to intentionally design adaptive sport interventions that target belonging as a primary therapeutic outcome.

Previous literature has indicated that belonging is an important outcome of participation in mainstream sports, yet within adaptive sports, it is often reported as a secondary or inductive outcome rather than an intentionally integrated construct in research design. This session presents findings from a scoping review exploring belonging among individuals with disabilities engaged in community adaptive sports, grounded in Hagerty’s Theory of Human Relatedness, emphasizing valued involvement and fit. Results indicate that adaptive sports facilitate belonging through opportunities for individuals to feel needed, supported, and aligned with their environment. Implications for recreational therapy highlight the importance of intentionally designing adaptive sport interventions to target belonging as a primary therapeutic outcome through person-centered programming.

1. Define the concept of belonging within adaptive sports using Hagerty’s Theory of Human Relatedness, including the core pillars of valued involvement and fit. 2. Examine how community adaptive sports programs facilitate belonging among individuals with disabilities, based on findings from a scoping review. 3. Apply implications from the scoping review to recreational therapy practice by identifying strategies to intentionally design adaptive sport interventions that target belonging as a primary therapeutic outcome.

Recreational Therapists already demonstrate leadership through clinical practice, management and system-level thinking. Yet many struggle to leverage these skills strategically or sustainably within their organizations and the broader field. This session explores how RTs can transform existing clinical skills and values into effective leadership and advocacy without burning out, integrating real-world advocacy and national public policy examples to illuminate leadership in action. This session is designed for experienced clinicians, supervisors, and managers seeking to lead with intention and sustainability and will include interactive self-reflection opportunities to apply to your practice.

1. Describe how core recreational therapy skills connect to transformational and organizational leadership behaviors that drive advocacy and organizational change. 2. Analyze burnout as it relates to advocacy, and apply at least one strategy to sustain leadership effectiveness. 3. Identify 2 personal opportunities for leadership and advocacy for the future.

All

Recreational therapists can and should play a critical role in shaping access to services by translating program needs into clearly defined, fundable initiatives. Using real life examples from the Texas Parks and Wildlife Department Accessibility program, this session explores how RTs can influence funding systems through partnerships, foundations, and collaborative grant processes without ever writing a grant application themselves. Attendees will gain practical strategies to communicate purpose, build trust-based relationships, and align funding with meaningful participation outcomes.

1. Describe how funding systems include access, participation, and outcomes in recreational therapy 2. Identify at least 3 strategies to effectively communicate program needs to foundations, donors, and grant writers 3. Develop one actionable approach to leverage partnerships or existing funding structures to expand program access in their setting

Recreational therapy (RT) continues to expand across health care and community contexts, yet many Certified Therapeutic Recreation Specialists (CTRSs) report ongoing challenges with role clarity, professional visibility, and communicating RT’s distinct therapeutic contribution within interdisciplinary systems. These challenges are not only professional or political - they shape day-to-day clinical decision-making, collaboration, advocacy, and long-term sustainability in the field. This research session translates findings from a two-phase sequential explanatory mixed methods study examining how CTRSs understand, develop, enact, and sustain professional identity across contemporary practice settings. Phase 1 survey data (N = 375; United States and Canada) supported a multidimensional structure of professional identity using exploratory factor analysis (five factors). Phase 2 photovoice and semi-structured interviews (n = 8) provided visual and narrative accounts illustrating how professional identity is enacted through relational labor, sustained through values alignment and grounding practices, and shaped by structural/organizational conditions (e.g., leadership knowledge, supervision, role clarity, recognition, and staffing). Integrated findings reframe sustainability as a systems-shaped process rather than an individual resilience problem and offer practical strategies for practitioners, educators, and leaders to make relational work visible, strengthen role clarity, and support RT workforce sustainability.

By the end of this session, participants will be able to: 1. Summarize the integrated mixed methods findings describing how CTRSs enact and sustain professional identity (relational labor, grounding/values alignment, and structural influences). 2. List at least three common organizational conditions that support or erode RT professional identity (e.g., role clarity, documentation/metrics expectations, supervision fit, leadership understanding, interdisciplinary status). 3. Implement at least two practice-relevant strategies to strengthen professional identity sustainability in their setting (e.g., language to describe relational labor, documentation/communication approaches, mentorship/reflective supports, leadership advocacy targets).

All

This study introduces the Experience Impact Scale (EIS)–Guttman version as a practical, psychometrically supported tool for measuring the impact of intentionally designed experiences in recreational therapy. Findings from a study with para-collegiate student-athletes demonstrate strong validity, unidimensionality, and cumulative structure, supporting its use in both research and practice. The scale offers a structured, quantifiable approach that aligns with recreational therapy practice and enhances the evaluation of therapeutic experiences and outcomes.

After this session, participants will be able to describe the purpose and structure of the Experience Impact Scale (EIS)–Guttman version. After this session, participants will be able to interpret key psychometric findings (e.g., coefficients of reproducibility and scalability) to evaluate the validity and utility of the EIS–Guttman scale. After this session, participants will be able to apply the EIS–Guttman scale within their recreational therapy practice by identifying at least one intervention that would benefit from measurement of the intervention's participant impact.

This study introduces the Experience Impact Scale (EIS)–Guttman version as a practical, psychometrically supported tool for measuring the impact of intentionally designed experiences in recreational therapy. Findings from a study with para-collegiate student-athletes demonstrate strong validity, unidimensionality, and cumulative structure, supporting its use in both research and practice. The scale offers a structured, quantifiable approach that aligns with recreational therapy practice and enhances the evaluation of therapeutic experiences and outcomes.

After this session, participants will be able to describe the purpose and structure of the Experience Impact Scale (EIS)–Guttman version. After this session, participants will be able to interpret key psychometric findings (e.g., coefficients of reproducibility and scalability) to evaluate the validity and utility of the EIS–Guttman scale. After this session, participants will be able to apply the EIS–Guttman scale within their recreational therapy practice by identifying at least one intervention that would benefit from measurement of the intervention's participant impact.

The purpose of this presentation is to better understand the role of recreational therapy in forensic and correctional settings and is representative of part of a larger study (Fischer et al., in press). This study was used to determine what treatment outcomes are being targeted and which interventions are being used by recreational therapists with adults with serious mental illness (SMI) in forensic and correctional settings. Interventions addressed are based on the ATRA Delphi & Competencies Study Update, Behavioral Health section (Hawkins et al., 2017). With the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Recovery Model (2012) as a framework, this study also sought to explore to what degree recreational therapists use recovery principles in these settings and how they define, learn, and apply mental health recovery. Study findings, limitations, and implications for recreational therapy will be presented. Acknowledgements This research was partially funded by the National Council for Therapeutic Recreation Certification Research Grant, awarded April 2023.

1) Identify two targeted outcomes recreational therapists primarily focus on when working with adults with SMI in forensic and correctional settings. 2) Identify three SAMHSA recovery principles being applied by recreational therapists working with adults with SMI in forensic and correctional settings. 3) Identify two implications for RT practice and education related to forensic and correctional settings.

Research Institute 5 contains the following research oral presentations and researchers: Applying FITT Documentation Framework Across the Continuum of Care in Therapeutic Recreation Researchers: Kristin Greenlee, MA, CTRS, Specialization in Pediatrics; Jamie Sympson, CTRS-BH From Participation to Belonging: Exploring Community Adaptive Sports as a Pathway to Connection Researchers: Derek Whaley, Ph.D, LRT, CTRS; Kaitlin Mueller, PhD, LRT, CTRS; Allie Thomas, PhD, CTRS Quantifying Experience: Psychometric Properties of the EIS–Guttman Scale Researchers: Derek Whaley, Ph.D, LRT, CTRS Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Research Institute 5 contains the following research oral presentations and researchers: Applying FITT Documentation Framework Across the Continuum of Care in Therapeutic Recreation Researchers: Kristin Greenlee, MA, CTRS, Specialization in Pediatrics; Jamie Sympson, CTRS-BH From Participation to Belonging: Exploring Community Adaptive Sports as a Pathway to Connection Researchers: Derek Whaley, Ph.D, LRT, CTRS; Kaitlin Mueller, PhD, LRT, CTRS; Allie Thomas, PhD, CTRS Quantifying Experience: Psychometric Properties of the EIS–Guttman Scale Researchers: Derek Whaley, Ph.D, LRT, CTRS Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

Research Institute 5 contains the following research oral presentations and researchers: Applying FITT Documentation Framework Across the Continuum of Care in Therapeutic Recreation Researchers: Kristin Greenlee, MA, CTRS, Specialization in Pediatrics; Jamie Sympson, CTRS-BH From Participation to Belonging: Exploring Community Adaptive Sports as a Pathway to Connection Researchers: Derek Whaley, Ph.D, LRT, CTRS; Kaitlin Mueller, PhD, LRT, CTRS; Allie Thomas, PhD, CTRS Quantifying Experience: Psychometric Properties of the EIS–Guttman Scale Researchers: Derek Whaley, Ph.D, LRT, CTRS Each oral presentation will last 15 minutes followed by a cumulative facilitated Q&A at the end of the session.

As the global population ages, both the United States and South Korea face critical needs for effective leisure education to ensure the well-being of the “Third Age” generation. This session will present a comparative exploration of Recreational Therapy (RT) and leisure education frameworks across both countries. In this session, one-third will focus on the leisure patterns of retirees and older adults in both countries, ongoing goal-oriented RT programs and services for this population, and the associated challenges. For example, we will explore physical health programs, such as chair exercises and swimming, that aim to improve strength, mobility, and balance, followed by a discussion of social connection programs that help reduce feelings of isolation and loneliness and foster a greater sense of belonging. Next, the session will shift focus to the South Korean context, addressing health and lifestyle challenges of the aging population and the preretirement cohort. We will introduce the leisure education program (Leisure School) proposed and successfully implemented by the Korea Digital Therapeutic Recreation Association (KDTRA). Highlighting innovative tools (e.g., “Leisure MBTI”), we will demonstrate how to identify participants’ potential leisure inclinations and educate them to prepare for a healthy leisure lifestyle after retirement. Finally, the session will conclude with a strategic discussion on adapting South Korean leisure education models to enhance the quality of life for pre-retirees in the United States.

1. Identify at least two components of goal-oriented programs and services designed to enhance the physical and social well-being of older adults and retirees. 2. Explain the key contents of a leisure program for a group preparing for retirement. 3. Verbally state the characteristics of the RT leisure education program model developed by KDRTA’s Leisure School. 4. Propose strategies for developing leisure education programs for the pre-retirement generation in the United States.

This interactive and practice‑informed session explores the events, factors, and trends in public education that sparked—and continue to drive—Recreation Therapy’s rapid expansion within and beyond a single school district, generating strong momentum and opportunity. Grounded in federal IDEA requirements, California Education Code, the NCTRC Job Analysis, and a strong social lens, participants will gain insight into Recreation Therapy as a related service and how it is implemented in a large urban school district to support students in accessing their educational programs while fostering joy, engagement, and inclusion through meaningful social participation. The session highlights the role of the Recreation Therapist, service delivery models, interdisciplinary collaboration, key successes, and real challenges encountered along the way. Pictorial case studies allow participants to “peek inside” effective school‑based RT interventions, illustrating how intervention design, student age, grade, and educational factors support the recommendation for services. Designed for Recreation Therapists who find themselves stepping into school‑based practice—by design, surprise, or circumstance—or who want to stand alongside colleagues and advocate for students and the profession, the session closes with a clear call to action: as school based RT continues to take root and take off, RTs must claim the driver’s seat and collectively define what comes next, Participants will discuss and identify possible next steps through practice guidelines, relationships, research, policy or advocacy to ensure the future of school‑based Recreation Therapy remains student‑centered, sustainable, and led by the field itself.

Participants will be able to: 1. Explain three laws, foundational frameworks or practices that guide the implementation of Recreation Therapy within the public school settings. 2. Identify one role of a Recreation Therapist within a public school setting as part of an IEP‑driven related service and one role RTs may play in supporting students through non‑IEP‑based supports. 3. Identify at least one concrete strategy participants can implement within their own role or setting to advocate for, support, or expand next‑step actions that advance school‑based Recreation Therapy practice

This interactive and practice‑informed session explores the events, factors, and trends in public education that sparked—and continue to drive—Recreation Therapy’s rapid expansion within and beyond a single school district, generating strong momentum and opportunity. Grounded in federal IDEA requirements, California Education Code, the NCTRC Job Analysis, and a strong social lens, participants will gain insight into Recreation Therapy as a related service and how it is implemented in a large urban school district to support students in accessing their educational programs while fostering joy, engagement, and inclusion through meaningful social participation. The session highlights the role of the Recreation Therapist, service delivery models, interdisciplinary collaboration, key successes, and real challenges encountered along the way. Pictorial case studies allow participants to “peek inside” effective school‑based RT interventions, illustrating how intervention design, student age, grade, and educational factors support the recommendation for services. Designed for Recreation Therapists who find themselves stepping into school‑based practice—by design, surprise, or circumstance—or who want to stand alongside colleagues and advocate for students and the profession, the session closes with a clear call to action: as school based RT continues to take root and take off, RTs must claim the driver’s seat and collectively define what comes next, Participants will discuss and identify possible next steps through practice guidelines, relationships, research, policy or advocacy to ensure the future of school‑based Recreation Therapy remains student‑centered, sustainable, and led by the field itself.

Participants will be able to: 1. Explain three laws, foundational frameworks or practices that guide the implementation of Recreation Therapy within the public school settings. 2. Identify one role of a Recreation Therapist within a public school setting as part of an IEP‑driven related service and one role RTs may play in supporting students through non‑IEP‑based supports. 3. Identify at least one concrete strategy participants can implement within their own role or setting to advocate for, support, or expand next‑step actions that advance school‑based Recreation Therapy practice

This study explores changes in socioemotional functioning among children with cardiac conditions after participation in a pediatric medical camp. Using a pretest-posttest design and the Pediatric Camp Outcome Measure, results indicated significant improvements in self-esteem, emotional functioning, and social functioning after camp participation. The presentation will discuss implications of medically supervised recreational camp experiences as a therapeutic intervention in recreational therapy practice, with emphasis on supporting emotional wellbeing, social connectedness, and perceived competence in children with chronic health conditions.

1. Describe how participation in a pediatric medical camp can impact socioemotional functioning (self-esteem, emotional functioning, and social functioning) in children with chronic cardiac conditions. 2. Explain how outcomes from pediatric medical camp programs can be used to understand the effectiveness of recreational therapy interventions. 3. Identify at least two recreational therapy practice strategies used in medically supervised camp environments to promote social connection, emotional regulation, and perceived competence among pediatric participants.

This session will focus on the responsibilities of a site visitor for the Committee on Accreditation of Recreational Therapy Education (CARTE). The responsibilities include education standards in recreational therapy, process of the site visit, specific steps each site visitor will be performing and the difference roles of individuals who serve as site visitors.

identify the steps in the site visit process. identify a minimum of 5 accreditation standards that academic programs in recreational therapy must meet. identify the process of obtaining the credentials to serve as a site visitor.

Higher Education

This session will review a unique program designed to develop vocational skills. Teens who have disabilities often have limited opportunities for summer programming, social interaction, and job skill development. We will explore the development of University of Tennessee Gardens’ Sow 2 Grow program. This program utilizes both horticultural therapy and recreational therapy techniques to give teens with disabilities opportunities to learn about horticulture and connect their interests to future career and leisure opportunities. This presentation will review the development of Sow 2 Grow from idea through implementation. This case example will give participants the ability to see the benefits of needs assessments, program piloting, and program implementation to develop a vocational skill straining program. Presenters will also discuss funding options and share an example of a successful grant application to fund future program development. The session will end with tips and recommendations on program development and evaluation to help practitioners apply recommendations to future program development or enhancement.

1. identify three reasons to utilize needs assessments during the program development stage. 2. discuss the benefits of using horticulture and recreational programs to enhance vocational training for teens with disabilities. 3. explore at least three funding methods to help support recreational therapy programming.

Discover how to enhance your practice as a Recreation Therapist through our session, “Energize & Empower: Overcoming Burnout in Recreation Therapy.” Join us as we explore evidence-based coaching strategies that improve cognition and reduce fatigue, which are essential for maintaining well-being in therapeutic settings. Through interactive discussions and guided activities, participants will assess their current status, set actionable goals for improvement, and learn evidence-based stress-recovery techniques. Participants will gain personalized insights into daily habits that promote a balanced and energized approach to both professional and personal life. This session is designed to help Recreation Therapists reignite their passion for their work, enhance their overall well-being, and learn about how to thrive in the demanding field of Therapeutic Recreation.

1. Identify at least 3 techniques to enhance mental and physical energy while working in a therapeutic setting. 2. Identify at least 2 strategies for maintaining clarity and focus in professional practice. 3. Develop a personalized plan incorporating at least 2 high performance habits in their daily routines to reduce burnout and increase resilience.

All

Discover how to enhance your practice as a Recreation Therapist through our session, “Energize & Empower: Overcoming Burnout in Recreation Therapy.” Join us as we explore evidence-based coaching strategies that improve cognition and reduce fatigue, which are essential for maintaining well-being in therapeutic settings. Through interactive discussions and guided activities, participants will assess their current status, set actionable goals for improvement, and learn evidence-based stress-recovery techniques. Participants will gain personalized insights into daily habits that promote a balanced and energized approach to both professional and personal life. This session is designed to help Recreation Therapists reignite their passion for their work, enhance their overall well-being, and learn about how to thrive in the demanding field of Therapeutic Recreation.

1. Identify at least 3 techniques to enhance mental and physical energy while working in a therapeutic setting. 2. Identify at least 2 strategies for maintaining clarity and focus in professional practice. 3. Develop a personalized plan incorporating at least 2 high performance habits in their daily routines to reduce burnout and increase resilience.

All

Explore the role of Recreational Therapy within Pediatric Intensive Interdisciplinary Pain Treatment (IIPT). Provide an overview on the functional impacts of chronic pain on pediatric populations and how leisure-based interventions aid in management of chronic symptoms and other all return to function.

1. Participants will be able to describe the functional impact of chronic pain on pediatric populations. 2. Participants will identify at least three recreational therapy interventions that support overall functioning and coping with chronic pain symptoms. 3. Participants will be able to identify at least 1-2 activity grading techniques and leisure-based strategies, to increase engagement and overall wellbeing among youth with chronic pain.

Make a Big Splash: Adaptive Aquatics, is an interactive, experiential session designed to equip recreation therapists with practical skills for creating inclusive aquatic environments that honor neurodiversity and diverse physical needs. Participants will explore how to design aquatic experiences that support proprioceptive and vestibular regulation while adapting techniques for a range of populations, including individuals with spinal cord injury (SCI), multiple sclerosis, Parkinson’s disease, neurodivergent individuals, and people in larger bodies. The session begins with a classroom-based foundation in inclusive, person-centered aquatic practice, followed by immersive, hands-on learning in the water. Attendees will actively engage in adaptive techniques, sensory-informed approaches, and equipment use to build confidence and competence in facilitating safe, meaningful aquatic experiences for all bodies and abilities.

1. Describe the role of proprioceptive and vestibular input in aquatic environments and its impact on regulation and participation for sensory-supportive aquatic enviornments. 2. Demonstrate at least three adaptive aquatics techniques tailored to different functional abilities. 3. Apply principles of person-centered and trauma-informed care in aquatic programming utilizing adaptive equipment and environmental modifications to enhance safety, access, and engagement.

Artificial intelligence is reshaping how recreational therapists document care, design interventions, conduct research, and pursue professional development. The ATRA Task Force on Artificial Intelligence in Recreational Therapy was launched in October 2025 with a charge from the ATRA Board of Directors to examine the current and potential impacts of AI on the field and to produce evidence-informed recommendations for practitioners, educators, employers, and ATRA leadership. This session presents the task force’s key findings from an environmental scan and multi-domain literature review spanning allied health professions, higher education, workplace policy, academic publishing, and public health. Attendees will gain a clear picture of where AI is already influencing the profession, from HIPAA/FERPA-compliant documentation platforms to agentic AI tools that can autonomously complete continuing education modules, and the serious ethical, privacy, and academic integrity concerns these tools raise. The session will highlight stakeholder perspectives gathered from practitioners, educators, students, administrators, and consumers, and will preview the structure and key recommendations of the forthcoming white paper. Attendees will leave with a practical framework for evaluating AI tools in their own settings and an understanding of the ethical guardrails that should guide adoption.

1. Identify at least three evidence-informed opportunities and three significant risks associated with AI integration in recreational therapy practice, education, and administration, drawing on the task force’s multi-domain literature review. 2. Analyze the ethical implications of current and emerging AI tools, including generative and agentic AI, as they relate to HIPAA/FERPA compliance, professional development integrity, academic honesty, and client-centered care within their own professional context. 3. Apply at least two draft recommendations from the ATRA AI Task Force white paper to evaluate AI tools or policies within their specific work setting, and articulate steps they can take to contribute to the profession’s ongoing development of AI standards.

All

At the heart of every therapeutic relationship is communication, and at the heart of communication is connection. As loneliness and social isolation are increasingly recognized as public health crises, Recreation Therapists are uniquely positioned to prescribe belonging through the quality of their therapeutic relationships. This session centers on the teaching and development of therapeutic communication fundamentals as the foundational mechanism through which RTs foster meaningful connection with clients, strengthen the therapeutic alliance, and advance health and wellbeing. Participants will explore essential communication strategies while examining how allied professions teach these skills across different educational environments. The session compares diverse simulation approaches, including virtual reality environments, gaming platforms, virtual worlds, and AI chatbots, highlighting their effectiveness in both online and in-person learning contexts. Through guided practice with simulated scenarios, participants will apply therapeutic communication techniques in a safe learning environment, with explicit attention to how each technique builds trust, presence, and a sense of belonging for clients experiencing isolation. By examining both traditional approaches and technological innovations, Recreation Therapists will gain practical insights for enhancing their capacity to create genuine human connection through intentional communication. Participants will leave with strategies for developing therapeutic communication competencies and knowledge for selecting appropriate simulation methods for their specific teaching and learning needs.

After attending this session, participants will be able to: • Define therapeutic communication and explain its role as the foundational mechanism through which Recreation Therapists foster belonging, build therapeutic alliance, and address loneliness and social isolation across diverse client populations. • Compare simulation-based approaches, including virtual reality, gaming platforms, virtual worlds, and AI applications, for developing therapeutic communication skills in online and in-person educational environments. • Apply at least three therapeutic communication techniques through guided practice with simulated scenarios, with emphasis on skills that cultivate trust, presence, and a sense of belonging in the therapeutic relationship.

All

At the heart of every therapeutic relationship is communication, and at the heart of communication is connection. As loneliness and social isolation are increasingly recognized as public health crises, Recreation Therapists are uniquely positioned to prescribe belonging through the quality of their therapeutic relationships. This session centers on the teaching and development of therapeutic communication fundamentals as the foundational mechanism through which RTs foster meaningful connection with clients, strengthen the therapeutic alliance, and advance health and wellbeing. Participants will explore essential communication strategies while examining how allied professions teach these skills across different educational environments. The session compares diverse simulation approaches, including virtual reality environments, gaming platforms, virtual worlds, and AI chatbots, highlighting their effectiveness in both online and in-person learning contexts. Through guided practice with simulated scenarios, participants will apply therapeutic communication techniques in a safe learning environment, with explicit attention to how each technique builds trust, presence, and a sense of belonging for clients experiencing isolation. By examining both traditional approaches and technological innovations, Recreation Therapists will gain practical insights for enhancing their capacity to create genuine human connection through intentional communication. Participants will leave with strategies for developing therapeutic communication competencies and knowledge for selecting appropriate simulation methods for their specific teaching and learning needs.

After attending this session, participants will be able to: • Define therapeutic communication and explain its role as the foundational mechanism through which Recreation Therapists foster belonging, build therapeutic alliance, and address loneliness and social isolation across diverse client populations. • Compare simulation-based approaches, including virtual reality, gaming platforms, virtual worlds, and AI applications, for developing therapeutic communication skills in online and in-person educational environments. • Apply at least three therapeutic communication techniques through guided practice with simulated scenarios, with emphasis on skills that cultivate trust, presence, and a sense of belonging in the therapeutic relationship.

All

At the heart of every therapeutic relationship is communication, and at the heart of communication is connection. As loneliness and social isolation are increasingly recognized as public health crises, Recreation Therapists are uniquely positioned to prescribe belonging through the quality of their therapeutic relationships. This session centers on the teaching and development of therapeutic communication fundamentals as the foundational mechanism through which RTs foster meaningful connection with clients, strengthen the therapeutic alliance, and advance health and wellbeing. Participants will explore essential communication strategies while examining how allied professions teach these skills across different educational environments. The session compares diverse simulation approaches, including virtual reality environments, gaming platforms, virtual worlds, and AI chatbots, highlighting their effectiveness in both online and in-person learning contexts. Through guided practice with simulated scenarios, participants will apply therapeutic communication techniques in a safe learning environment, with explicit attention to how each technique builds trust, presence, and a sense of belonging for clients experiencing isolation. By examining both traditional approaches and technological innovations, Recreation Therapists will gain practical insights for enhancing their capacity to create genuine human connection through intentional communication. Participants will leave with strategies for developing therapeutic communication competencies and knowledge for selecting appropriate simulation methods for their specific teaching and learning needs.

After attending this session, participants will be able to: • Define therapeutic communication and explain its role as the foundational mechanism through which Recreation Therapists foster belonging, build therapeutic alliance, and address loneliness and social isolation across diverse client populations. • Compare simulation-based approaches, including virtual reality, gaming platforms, virtual worlds, and AI applications, for developing therapeutic communication skills in online and in-person educational environments. • Apply at least three therapeutic communication techniques through guided practice with simulated scenarios, with emphasis on skills that cultivate trust, presence, and a sense of belonging in the therapeutic relationship.

All

RT2GO is an innovative service delivery model that strengthens communities by bringing recreational therapy services directly to underserved populations across community and clinical settings. Aligned with the 2026 ATRA SoCal Conference theme of prescribing belonging, this mobile RT approach enables recreational therapists to deliver their resources and expertise where they are most needed. This model addresses loneliness and social isolation by creating meaningful opportunities for connection, shared experiences, and community engagement. RT2GO is designed to bridge critical gaps in care by reaching individuals who face barriers to traditional services, including transportation limitations, geographic isolation, and structural inequities. As such, it represents a shift beyond lab- or facility-based models toward a mobile, outreach-oriented approach that delivers services directly to communities where needs exist. Presenters will share real-world examples, including mobile and immersive (e.g., virtual reality) interventions, that demonstrate how recreational therapists can foster social connectedness, enhance engagement, and build inclusive communities. Participants will be encouraged to reimagine service delivery not only as a means of access, but also as a pathway to strengthening relationships, promoting belonging, and advancing community well-being. Participants will also engage in guided brainstorming and discussion to generate actionable ideas for mobilizing RT interventions within their own agencies.

• Identify two or more ways mobile recreational therapy services—particularly through facilitating small, real-time social interactions—can strengthen social connectedness and community cohesion in rural underserved communities. • Describe two or more strategies for designing and delivering mobile or immersive recreational therapy interventions (e.g., VR-based, group-based) that promote social connectedness, as well as potential barriers to implementation in community settings. • Demonstrate an understanding of a practical implementation plan for developing or expanding a mobile recreational therapy program that prioritizes access, relationship-building, and inclusive community engagement, including key considerations related to logistics, safety, and sustainability.

Advocacy is often fueled by passion—but sustained impact requires strategy, collaboration, and a shared sense of purpose. Strategic Hope: Advocacy in Action explores how individuals and recreational therapists together can transform hope into tangible progress in advocacy for people with disabilities. This session highlights the power of aligning personal values with collective action, demonstrating how everyday advocates—professionals, caregivers, and community members—can influence systems, policies, and perceptions. This session examines how strategic thinking strengthens advocacy efforts, prevents burnout, and builds momentum over time. Attendees will learn how to leverage their unique skills, amplify diverse voices, and mobilize networks to create meaningful change. Emphasizing both individual agency and collective impact, this session invites participants to see themselves not just as supporters of a cause, but as essential drivers of a more inclusive and equitable future.

1. Identify personal and professional passions that can drive individual advocacy. 2. Describe process for individual and collective advocacy. 3. Explain a framework for aligning personal strengths with ATRA's advocacy efforts to influence change.

All

This 3-hour educational session explores the science of nervous system regulation through nature-based sensory activation and the Re-Tx Yourself Senses Activation framework. Participants will examine how sensory engagement can reduce symptoms of burnout, chronic stress, anxiety, and depression while supporting emotional regulation, cognitive functioning, and overall well-being. Through a combination of evidence-informed education, brief demonstrations, and case-based discussion, participants will learn how sensory-based recreational therapy interventions can be applied across diverse populations and settings. Co-presenters will share adaptations of the framework for individuals with traumatic brain injuries and spinal cord injuries in community-based programs, as well as older adults with dementia in senior living environments. Participants will leave with a deeper understanding of the relationship between sensory activation and nervous system regulation, along with practical strategies that can be adapted to support cognitive, emotional, and physical outcomes in recreational therapy practice.

By the end of this session, participants will be able to: 1. Describe the relationship between chronic stress, burnout, anxiety, and depression and their impact on nervous system regulation, cognitive functioning, and emotional processing. 2. Explain how nature-based sensory engagement supports nervous system regulation and reduces symptoms of psychological distress. 3. Identify at least two nature based sensory-based regulation strategies that can be modified to support cognitive, emotional, or physical functioning in diverse recreational therapy settings.

This 3-hour educational session explores the science of nervous system regulation through nature-based sensory activation and the Re-Tx Yourself Senses Activation framework. Participants will examine how sensory engagement can reduce symptoms of burnout, chronic stress, anxiety, and depression while supporting emotional regulation, cognitive functioning, and overall well-being. Through a combination of evidence-informed education, brief demonstrations, and case-based discussion, participants will learn how sensory-based recreational therapy interventions can be applied across diverse populations and settings. Co-presenters will share adaptations of the framework for individuals with traumatic brain injuries and spinal cord injuries in community-based programs, as well as older adults with dementia in senior living environments. Participants will leave with a deeper understanding of the relationship between sensory activation and nervous system regulation, along with practical strategies that can be adapted to support cognitive, emotional, and physical outcomes in recreational therapy practice.

By the end of this session, participants will be able to: 1. Describe the relationship between chronic stress, burnout, anxiety, and depression and their impact on nervous system regulation, cognitive functioning, and emotional processing. 2. Explain how nature-based sensory engagement supports nervous system regulation and reduces symptoms of psychological distress. 3. Identify at least two nature based sensory-based regulation strategies that can be modified to support cognitive, emotional, or physical functioning in diverse recreational therapy settings.

This 3-hour educational session explores the science of nervous system regulation through nature-based sensory activation and the Re-Tx Yourself Senses Activation framework. Participants will examine how sensory engagement can reduce symptoms of burnout, chronic stress, anxiety, and depression while supporting emotional regulation, cognitive functioning, and overall well-being. Through a combination of evidence-informed education, brief demonstrations, and case-based discussion, participants will learn how sensory-based recreational therapy interventions can be applied across diverse populations and settings. Co-presenters will share adaptations of the framework for individuals with traumatic brain injuries and spinal cord injuries in community-based programs, as well as older adults with dementia in senior living environments. Participants will leave with a deeper understanding of the relationship between sensory activation and nervous system regulation, along with practical strategies that can be adapted to support cognitive, emotional, and physical outcomes in recreational therapy practice.

By the end of this session, participants will be able to: 1. Describe the relationship between chronic stress, burnout, anxiety, and depression and their impact on nervous system regulation, cognitive functioning, and emotional processing. 2. Explain how nature-based sensory engagement supports nervous system regulation and reduces symptoms of psychological distress. 3. Identify at least two nature based sensory-based regulation strategies that can be modified to support cognitive, emotional, or physical functioning in diverse recreational therapy settings.

FOR VIRTUAL PRESENTATION ONLY: 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. Participants will gain a better understanding of each standard and how it applies to all settings where recreational therapy is a provided service. NCTRC Job Analysis: Foundational Knowledge and Advancement of the Profession.

1. Verbalize one way the ATRA SOP manual can be used in your setting 2. Identify at least one example of how each standard applies to your setting 3. Verbalize the at least three reasons why professional standards of practice contribute to quality RT services

All

At a time when belonging and connection are being recognized as foundational to health and well-being, recreational therapists are uniquely positioned to lead from that same place within their own teams and organizations. This session bridges Brené Brown's Dare to Lead framework with the NCTRC job analysis areas, offering practical tools for RT professionals at all levels to lead more authentically, build trust with clients and colleagues, and foster cultures of belonging in RT settings. Participants will explore the four skill sets of courageous leadership: (1) rumbling with vulnerability, (2) living into our values, (3) braving trust, and (4) learning to rise. This will be done through engaging discussions and hands-on activities, with direct application to professionalism, implementation, and administration in RT practice. Whether you are a seasoned RT manager or an emerging leader, you will leave with actionable strategies to strengthen your leadership, deepen your connection with the people you serve, and play a meaningful role in building a practice rooted in belonging.

1. Participants will be able to identify at least one practical application of the Dare to Lead framework and connect it to at least two NCTRC job analysis areas, including Professionalism, Implementation, or Administration. 2. Participants will be able to describe at least two of the four skill sets of courageous leadership from Brené Brown's Dare to Lead framework and explain how they support belonging and connection in RT practice and leadership. 3. Participants will be able to apply at least one strategy from the Dare to Lead framework to a real or hypothetical scenario in their RT role.

Rhythm is an instinctive way humans have found connection, belonging, and community. Before language, before labels, before diagnoses, there was the beat of the drum. Belonging is a felt experience, wired into our bodies and activated when humans move, breathe, and create together. Few things produce that connection more immediately than a group of people finding rhythm together. This session grounds that instinct in evidence and practice. We share findings from a recent NCTRC-funded study on group drumming and its impact on anxiety, depression, loneliness, and flourishing in college students, then bring those findings into the room with you. Throughout the session, short experiential moments with rhythmic instruments and expression are woven in, giving attendees a directly felt sense of the work alongside the evidence and clinical framework. The session covers (a) what research tells us about drumming and belonging across diverse populations, (b) how to structure and facilitate group rhythm-based interventions, (c) which assessment tools best document belonging and mental health outcomes, and (d) how to adapt this work across practice settings. You will leave with facilitation techniques, adaptation suggestions, examples from structured protocols, and the felt experience of group rhythm that you can take back to your professional practice. This session is for practitioners ready to bring evidence to life, in their hands, in the room, and in the lives of the people they serve.

1. Describe the evidence base for group drumming as a recreational therapy intervention targeting anxiety, depression, loneliness, and flourishing across diverse populations, including findings from a study conducted by the presenters with university students. 2. Identify at least two facilitation strategies for leading rhythm-based group interventions that support belonging and social connectedness across practice settings. 3. Recognize standardized assessment tools and program protocols appropriate for implementing and documenting outcomes of a group rhythm-based intervention in recreational therapy practice.

Recreational therapy plays a critical role in restoring independence, confidence, and quality of life—yet many programs struggle with engagement, accessibility, and long-term adherence. This session introduces non-contact boxing as an evidence-informed, adaptable intervention that improves strength, balance, coordination, and cognitive function across diverse populations, including older adults and individuals living with neurological conditions. Drawing on clinical experience in healthcare and over 25 years in performance training, this session demonstrates how boxing can be safely modified for therapeutic settings to increase participation, build confidence, and create meaningful functional outcomes. Attendees will learn how to implement simple, scalable boxing-based strategies that enhance both physical and mental health while fostering connection, empowerment, and long-term engagement.

Identify at least three therapeutic benefits of non-contact boxing for physical, cognitive, and emotional health. Demonstrate two adaptable boxing-based movements suitable for diverse ability levels and clinical populations. Develop one strategy to integrate boxing or movement-based interventions into recreational therapy programming.

Belong is a fundamental human need, yet many recreation experiences unintentionally rely on visual engagement, limiting access and connection for individuals with diverse sensory needs. This session invites recreation therapist to rethink how belonging is created by shifting toward multi-sensory, nature based approaches that engage all individuals more fully through meaningful leisure experiences. Nature offers a unique and powerful pathway to connection, not only to others but to oneself and the world around us. In moments of isolation or limited social access, sensory engagement with nature can foster a sense of grounding, identify and belonging that extends beyond traditional social instruction . Through a recreation therapy lens, these experiences are intentionally designed as leisure based interventions. Drawing from practical applications in school and community based setting, this session will provide adaptable strategies such as sensory scavenger hunt, sound mapping, grounding techniques, and nature based adaptations to help support regulation.

1. Explain how multi-sensory, nature based interventions support connection, belonging, and emotional regulation across diverse populations. 2. Modify recreation therapy activities to engage multiple senses and increase accessibility beyond visual based approaches. 3. Design a sensory rich environment and interventions that fosters a sense of belonging through connection to nature and shared experience.

Are you feeling a bit bored or burnt out? You’re not alone! Join us for a playful yet practical journey inspired by Dr. Seuss’s beloved classic, Oh, the Places You’ll Go! Together, we’ll explore the often-overlooked “B’s” of our professional and personal lives— Boredom and Burnout—and how they sneak into our daily routines. So, whether you’re new to the workforce or a seasoned pro, hop aboard our whimsical ride! Let’s learn, laugh, and find ways to bounce back from the “B’s” through belonging. Because with the right tools and a dash of Dr. Seuss spirit, “Oh, the places you’ll go”—even when facing burnout—might surprise you!

In this interactive session, we’ll use Seussical storytelling to: Recognize the signs and symptoms of burnout (and its cousin boredom). 1. Understand how burnout develops—and why even high achievers can end up there 2. Explore strategies to prevent and manage burnout, including self-care, boundaries, belonging, connection, and reconnecting to purpose 3. Share tools and resources to help you (and your team) reclaim energy, engagement, connection, meaning, belonging, and joy at work Upon completion of this session, participants will be able to: o Identify at least 3 physical symptoms to burnout o Identify at least 3 mental health symptoms to burnout o Identify 2 situations that increase staff burnout o Identify at least 2 ways supportive teams can reduce staff burnout and create a sense of belonging

All

(For Virtual Presentation Only)This session will show recreational therapists how to use AI to draft and revise policies that are aligned with the ATRA Standards of Practice, as well as organizational, accreditation, and regulatory requirements. The session will provide a brief overview of the key components for policy writing, as well as education on how to create prompts that will generate policies for their RT program. Considerations for use of AI will also be discussed, including ethical and responsible use, disclosure statement, and checking for accuracy.

Verbalize two ways that AI can be used to enhance compliance with the ATRA SOP Verbalize two ways that AI can be used for policy creation/revision Verbalize at least three key considerations for policy writing. Verbalize at least three considerations for ethical/responsible use of AI in policy writing.

In this session, participants will explore how laughter can serve as a therapeutic tool, naturally increasing endorphins while reducing cortisol—the stress hormone linked to numerous health conditions. Attendees will learn how these physiological effects support mental, emotional, and physical well-being and how to apply laughter yoga interventions effectively in recreation therapy programs. Laughter yoga is an evidence-based, playful practice that combines intentional laughter with mindful breathing to enhance mood, social connection, and overall wellness. This session highlights current research demonstrating its positive impact on stress, mood, social interaction, and physiological outcomes, helping participants connect the evidence directly to therapeutic recreation practice. Through discussion and guided demonstrations, participants will examine categories of laughter yoga techniques, including breathing-focused exercises, laughter-focused activities, and integrated approaches that combine movement and vocalization. Emphasis will be placed on designing, facilitating, and evaluating these interventions safely and effectively for diverse client populations. Attendees will leave inspired with practical strategies to confidently implement laughter yoga, supported by research, while fostering fun, connection, and well-being in their programs. This session equips recreation therapists with tools to integrate an innovative, evidence-based approach into clinical and community settings, enhancing client engagement and therapeutic outcomes.

1. Explain at least three benefits of laughter yoga on physical, emotional, and social well-being. 2. Demonstrate two or more laughter yoga exercises and describe their use in therapy settings. 3. Design and evaluate a laughter yoga session for a specific client group, using at least one measurable outcome to assess its effectiveness.

There is an increasing number of research studies that demonstrate the impact that recreational therapy services can have on overall health, well-being, and quality of life. Let’s explore a few of the research topics that National Council for Therapeutic Recreation Certification® (NCTRC®) has funded over the past few years and how the NCTRC Research Grant Program continues to open new doors for current recreational therapy practitioners as well as those pursuing careers in the field. This session will include a brief overview of the types of research funded by NCTRC, eligibility criteria, application process and submission deadlines. Consider attending this session if you a practitioner wanting to do you own program evaluation , or a researcher or research assistant interested in funding.

1. List 2 places where NCTRC funded research projects can be found. 2. Increase awareness of 3 research topics funded through the NCTRC Research Grant program. 3. Describe 2 ways the NCTRC Research Grant Program impacts the profession

All

Join M-NCPPC Montgomery Parks’ Adaptive Sports Specialist for a session on building adaptive adventure sports programs in a community recreation setting. Drawing from experience developing Adaptive Mountain Biking and Adaptive Kayaking programs from the ground up, this session will highlight lessons learned, key challenges, and strategies for growth. This session will explore how the APIE process can be applied within community-based adaptive sports programs. Participants will discuss the essential elements of high-quality adaptive sport programs, the value of strong partnerships, and practical approaches to scaling and sustaining programs over time. The session will also explore how to design participant-centered experiences that support independence, physical fitness, and social connections. Attendees will leave with actionable ideas and tools to strengthen their own adaptive adventure programming, whether they are just getting started or looking to expand existing offerings.

Identify and describe at least three key components of successful adaptive recreation programs, including participant engagement, equipment considerations, staffing models, and program logistics. Analyze at least two types of partnerships (e.g., internal teams, community organizations, or volunteers) and explain how they contribute to improving accessibility, program quality, and participant outcomes aligned with therapeutic recreation goals. Develop one practical strategy or action plan to create, sustain, or expand an adaptive recreation program by leveraging partnerships, managing resources, and integrating adaptive offerings into broader recreation initiatives.

Are your participants growing their connections? Reaching out as they build strong scaffolds of support? Gardening and nature-based activities infuse group programs with holistic therapeutic benefits while enhancing a sense of belonging and growing communities that thrive. We'll plant some seeds of creativity with structured activity ideas like "Watering Can Pass Off," "Making Potpourri," "Green Exercise," and "Lettuce be Different," drawn from the 300+ free activity plans in the Therapeutic Horticulture Activities Database (THAD), a resource created by horticultural therapists and housed on the University of Florida website.

1. Advance knowledge of Therapeutic Horticulture (TH) & how TH activities can be adapted for Recreational Therapy programs. 2. Understand the different uses and activity adaptations of the Therapeutic Horticulture Activities Database (THAD) resources. 3. Utilize TH plans to inspire RT programs that build connections among participants and within communities while meeting other therapeutic goals.

FOR VIRTUAL PRESENTATION ONLY: 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. Participants will gain a better understanding of each standard and how it applies to all settings where recreational therapy is a provided service. NCTRC Job Analysis: Foundational Knowledge and Advancement of the Profession.

1. Verbalize one way the ATRA SOP manual can be used in your setting 2. Identify at least one example of how each standard applies to your setting 3. Verbalize the at least three reasons why professional standards of practice contribute to quality RT services

All

Are your participants growing their connections? Reaching out as they build strong scaffolds of support? Gardening and nature-based activities infuse group programs with holistic therapeutic benefits while enhancing a sense of belonging and growing communities that thrive. We'll plant some seeds of creativity with structured activity ideas like "Watering Can Pass Off," "Making Potpourri," "Green Exercise," and "Lettuce be Different," drawn from the 300+ free activity plans in the Therapeutic Horticulture Activities Database (THAD), a resource created by horticultural therapists and housed on the University of Florida website.

1. Advance knowledge of Therapeutic Horticulture (TH) & how TH activities can be adapted for Recreational Therapy programs. 2. Understand the different uses and activity adaptations of the Therapeutic Horticulture Activities Database (THAD) resources. 3. Utilize TH plans to inspire RT programs that build connections among participants and within communities while meeting other therapeutic goals.

There is an increasing number of research studies that demonstrate the impact that recreational therapy services can have on overall health, well-being, and quality of life. Let’s explore a few of the research topics that National Council for Therapeutic Recreation Certification® (NCTRC®) has funded over the past few years and how the NCTRC Research Grant Program continues to open new doors for current recreational therapy practitioners as well as those pursuing careers in the field. This session will include a brief overview of the types of research funded by NCTRC, eligibility criteria, application process and submission deadlines. Consider attending this session if you a practitioner wanting to do you own program evaluation , or a researcher or research assistant interested in funding.

1. List 2 places where NCTRC funded research projects can be found. 2. Increase awareness of 3 research topics funded through the NCTRC Research Grant program. 3. Describe 2 ways the NCTRC Research Grant Program impacts the profession

All

There is an increasing number of research studies that demonstrate the impact that recreational therapy services can have on overall health, well-being, and quality of life. Let’s explore a few of the research topics that National Council for Therapeutic Recreation Certification® (NCTRC®) has funded over the past few years and how the NCTRC Research Grant Program continues to open new doors for current recreational therapy practitioners as well as those pursuing careers in the field. This session will include a brief overview of the types of research funded by NCTRC, eligibility criteria, application process and submission deadlines. Consider attending this session if you a practitioner wanting to do you own program evaluation , or a researcher or research assistant interested in funding.

1. List 2 places where NCTRC funded research projects can be found. 2. Increase awareness of 3 research topics funded through the NCTRC Research Grant program. 3. Describe 2 ways the NCTRC Research Grant Program impacts the profession

All

This session will focus on how the practitioner who holds the CTRS credential can use their certification, digital badge, as well as various NCTRC resources to advocate for themselves, further enhance their value, and leverage credibility as a qualified professional providing recreational therapy services. NCTRC Credentialing Specialists will also provide an update on new resources and how they can promote the incredibly important role that CTRSs play in promoting health and well-being.

1. Discover at least three ways to use NCTRC programs and services to gain professional recognition, enhance your portfolio, and leverage credibility as a qualified professional providing recreational therapy services. 2. Name three things an NCTRC Digital Badge can showcase about your value and expertise within the profession. 3. Describe at least two positive NCTRC resources that will help with increasing the awareness of the profession, and the value that CTRSs play in promoting health and well-being.

All

Recreational therapy plays a critical role in restoring independence, confidence, and quality of life—yet many programs struggle with engagement, accessibility, and long-term adherence. This session introduces non-contact boxing as an evidence-informed, adaptable intervention that improves strength, balance, coordination, and cognitive function across diverse populations, including older adults and individuals living with neurological conditions. Drawing on clinical experience in healthcare and over 25 years in performance training, this session demonstrates how boxing can be safely modified for therapeutic settings to increase participation, build confidence, and create meaningful functional outcomes. Attendees will learn how to implement simple, scalable boxing-based strategies that enhance both physical and mental health while fostering connection, empowerment, and long-term engagement.

Identify at least three therapeutic benefits of non-contact boxing for physical, cognitive, and emotional health. Demonstrate two adaptable boxing-based movements suitable for diverse ability levels and clinical populations. Develop one strategy to integrate boxing or movement-based interventions into recreational therapy programming.

Rhythm is an instinctive way humans have found connection, belonging, and community. Before language, before labels, before diagnoses, there was the beat of the drum. Belonging is a felt experience, wired into our bodies and activated when humans move, breathe, and create together. Few things produce that connection more immediately than a group of people finding rhythm together. This session grounds that instinct in evidence and practice. We share findings from a recent NCTRC-funded study on group drumming and its impact on anxiety, depression, loneliness, and flourishing in college students, then bring those findings into the room with you. Throughout the session, short experiential moments with rhythmic instruments and expression are woven in, giving attendees a directly felt sense of the work alongside the evidence and clinical framework. The session covers (a) what research tells us about drumming and belonging across diverse populations, (b) how to structure and facilitate group rhythm-based interventions, (c) which assessment tools best document belonging and mental health outcomes, and (d) how to adapt this work across practice settings. You will leave with facilitation techniques, adaptation suggestions, examples from structured protocols, and the felt experience of group rhythm that you can take back to your professional practice. This session is for practitioners ready to bring evidence to life, in their hands, in the room, and in the lives of the people they serve.

1. Describe the evidence base for group drumming as a recreational therapy intervention targeting anxiety, depression, loneliness, and flourishing across diverse populations, including findings from a study conducted by the presenters with university students. 2. Identify at least two facilitation strategies for leading rhythm-based group interventions that support belonging and social connectedness across practice settings. 3. Recognize standardized assessment tools and program protocols appropriate for implementing and documenting outcomes of a group rhythm-based intervention in recreational therapy practice.

Are you feeling a bit bored or burnt out? You’re not alone! Join us for a playful yet practical journey inspired by Dr. Seuss’s beloved classic, Oh, the Places You’ll Go! Together, we’ll explore the often-overlooked “B’s” of our professional and personal lives— Boredom and Burnout—and how they sneak into our daily routines. So, whether you’re new to the workforce or a seasoned pro, hop aboard our whimsical ride! Let’s learn, laugh, and find ways to bounce back from the “B’s” through belonging. Because with the right tools and a dash of Dr. Seuss spirit, “Oh, the places you’ll go”—even when facing burnout—might surprise you!

In this interactive session, we’ll use Seussical storytelling to: Recognize the signs and symptoms of burnout (and its cousin boredom). 1. Understand how burnout develops—and why even high achievers can end up there 2. Explore strategies to prevent and manage burnout, including self-care, boundaries, belonging, connection, and reconnecting to purpose 3. Share tools and resources to help you (and your team) reclaim energy, engagement, connection, meaning, belonging, and joy at work Upon completion of this session, participants will be able to: o Identify at least 3 physical symptoms to burnout o Identify at least 3 mental health symptoms to burnout o Identify 2 situations that increase staff burnout o Identify at least 2 ways supportive teams can reduce staff burnout and create a sense of belonging

All

Join M-NCPPC Montgomery Parks’ Adaptive Sports Specialist for a session on building adaptive adventure sports programs in a community recreation setting. Drawing from experience developing Adaptive Mountain Biking and Adaptive Kayaking programs from the ground up, this session will highlight lessons learned, key challenges, and strategies for growth. This session will explore how the APIE process can be applied within community-based adaptive sports programs. Participants will discuss the essential elements of high-quality adaptive sport programs, the value of strong partnerships, and practical approaches to scaling and sustaining programs over time. The session will also explore how to design participant-centered experiences that support independence, physical fitness, and social connections. Attendees will leave with actionable ideas and tools to strengthen their own adaptive adventure programming, whether they are just getting started or looking to expand existing offerings.

Identify and describe at least three key components of successful adaptive recreation programs, including participant engagement, equipment considerations, staffing models, and program logistics. Analyze at least two types of partnerships (e.g., internal teams, community organizations, or volunteers) and explain how they contribute to improving accessibility, program quality, and participant outcomes aligned with therapeutic recreation goals. Develop one practical strategy or action plan to create, sustain, or expand an adaptive recreation program by leveraging partnerships, managing resources, and integrating adaptive offerings into broader recreation initiatives.

At a time when belonging and connection are being recognized as foundational to health and well-being, recreational therapists are uniquely positioned to lead from that same place within their own teams and organizations. This session bridges Brené Brown's Dare to Lead framework with the NCTRC job analysis areas, offering practical tools for RT professionals at all levels to lead more authentically, build trust with clients and colleagues, and foster cultures of belonging in RT settings. Participants will explore the four skill sets of courageous leadership: (1) rumbling with vulnerability, (2) living into our values, (3) braving trust, and (4) learning to rise. This will be done through engaging discussions and hands-on activities, with direct application to professionalism, implementation, and administration in RT practice. Whether you are a seasoned RT manager or an emerging leader, you will leave with actionable strategies to strengthen your leadership, deepen your connection with the people you serve, and play a meaningful role in building a practice rooted in belonging.

1. Participants will be able to identify at least one practical application of the Dare to Lead framework and connect it to at least two NCTRC job analysis areas, including Professionalism, Implementation, or Administration. 2. Participants will be able to describe at least two of the four skill sets of courageous leadership from Brené Brown's Dare to Lead framework and explain how they support belonging and connection in RT practice and leadership. 3. Participants will be able to apply at least one strategy from the Dare to Lead framework to a real or hypothetical scenario in their RT role.