Final Obp Proposal

Running head: SOCIAL SKILLS PROGRAM
Salt Lake County Adaptive Recreation - Social Skills Program: An Occupation-Based Needs
Assessment
Stacie Bryant
University of Utah
SOCIAL SKILLS PROGRAM 2
Introduction
The purpose of this project was to conduct a needs assessment in an underserved
community to determine how occupational therapy could address any gaps or needs within the
program. This needs assessment was conducted via observation of various programming, semi-
structured interviews with participants, and a structured interview with staff members. The
results of this assessment lead to the development of a proposal for an occupation-based program
to address the needs of this setting.
Description of the Setting
Salt Lake County Adaptive Recreation (SLCo Adaptive Recreation) is a program that
provides recreational opportunities for people of all abilities across the lifespan. It offers both
intellectual and physical disabilities programs for adults and children, as well as child care
inclusion. The mission statement of SLCo Adaptive Recreation, according to their website, is:
Improving Lives Through People, Parks, and Play. The philosophy of the program is to
provide affordable recreation opportunities for people of all abilities in the Salt Lake valley to
enable community participation.
SLCo Adaptive Recreations target population is people with intellectual and/or physical
disabilities who live in close proximity to the Salt Lake valley. Some diagnoses include autism,
Down syndrome, cerebral palsy, developmental delays, spinal cord injuries, epilepsy, and stroke.
Programs are available for youth ages 3-12 years old, and adults from 13 years old and up.
Participants range in ethnicity, religion, race, level of education, and socioeconomic status, but
all share the similar desire to participate as part of a community in recreation activities.
The program headquarters is located at Copperview Recreation Center, in Midvale, Utah.
However, programming is provided in recreation centers and sporting facilities across the Salt
Lake valley. It currently provides adaptive and inclusion services for individuals with disabilities
for sports, aquatics, summer camps, social events, and fitness. The inclusion service provides
assessments upon request to determine the appropriate accommodations for individuals to play
sports and participate in childcare programming in the most inclusive environment. The adaptive
sports currently offered include: archery, bowling, goalball, soccer, basketball, rugby, baseball,
hockey, softball, volleyball, rock climbing, sports clinics, sports leagues, and group fitness
classes. Social events include art classes, theatre, and Saturday night dances. Summer camps are
offered throughout the summer, as well as day camps during winter and spring breaks for
participants ages 5-21 years old with mild-moderate physical and/or cognitive disabilities.
Adaptive fitness is offered for participants ages 14 and up to increase their level of fitness by
being paired with a volunteer to work safely toward fitness goals. The adaptive aquatics program
provides swim lessons, swim clubs, and water polo for participants of varying ages and levels of
ability.
The SLCo Adaptive Recreation program is funded through taxes from Salt Lake County.
It receives funding specifically from the ZAP Tax (Zoo, Arts and Parks). The programs are also
supplemented through registration fees for each class or activity. There are two managers for the
Adaptive Recreation program, one over programs adapted mainly for intellectual disabilities, and
the other for programs for physical disabilities. Kristen Sproul, the manager over the intellectual
disabilities programming, has a degree in Exercise Science, and is currently in the Recreational
Therapy program. There are also coordinators, managers, and supervisors who oversee
individual programming to ensure smooth operation within the organization. These employees
usually have a degree that relates to special education, recreation, or disabilities, but do not have
any specific licensing to work in this program. SLCo Adaptive Recreation employs recreation
therapists and entry-level coaches to lead individual programs under supervision of the
managers.
There are a number of current issues and policies that influence service delivery options
for SLCo Adaptive Recreation. For example, current policy issues state that these programs must
be ADA compliant for inclusion. SLCo Adaptive Recreation must be able to provide any
adaptation or modification in order for anyone with any disability to participate in these
programs. This organization must consider economic factors, such as the fact that many of the
families of the participants have a low socioeconomic status, and can only afford low-cost
programs. In the current political climate, this program must be cognizant of the fact that funding
may be cut for these types of programs at any time. Politics may also be affecting people who
have illegally moved here. They may be scared to participate in these programs for fear of
repercussions from the law. Demographic factors must also be considered; most participants
continue to live with their families in adulthood, and often participate in day programs. SLCo
Adaptive Recreation must consider the fact that programming must be offered during a
convenient time of day for parents and/or day centers to transport participants to and from
activities. This leads to geographic factors, which include many people from around the entire
state of Utah who desire to participate in adaptive recreation, but who do not have the
opportunity in their local counties. Most of the programs of SLCo Adaptive Recreation are
offered at the Copperview Recreation Center in Midvale, which is a adequate central location for
surrounding counties such as Utah county, but may be slightly inconvenient for people who live
in Salt Lake City who make several trips back and forth for pickup and drop off in one day.
Social factors must also be considered for programming. Many of the participants have been
participating in these programs for years, and have developed strong friendships with other
participants and with program leaders. I think many participants would be willing to participate
in additional programs if their friends attend as well. Programs often do not have enough
participants to split into age/skill level, which means that some participants are challenged too
much, and others not enough. These political, social, economic, demographic, geographic factors
and policy issues must always be considered for SLCo Adaptive Recreation programming
delivery to ensure the maximum amount of participation from the greatest amount of
participants.
The SLCo Adaptive Recreation program is constantly looking for opportunities to expand
its programming. Recently a survey was distributed to determine needs for desired locations,
times, and activities across the community. According to Kristen Sproul, 22% of the survey
responders indicated that they have a disability, however, these numbers are not reflected in
current participant programming. The greatest challenge of this organization has been to locate
and attract participants with disabilities within the community to these programs. Future plans
for the agency include expanded programming in recreation centers across the valley, as well as
development of an improved marketing system to discover potential participants in the
community.
Data Collection Regarding Current Programming Strengths and Areas for Growth
Staff Perspective
Data from the staff regarding current programs strengths and areas for growth was
gathered through structured, formal interviews, as well as informal interactions during
programming (see Appendix A for interview questions). The staff identified strengths of the
program as providing education and exposure to many different sports and activities. Each
program is designed to last 8 weeks, which gives participants a taste of the sport or activity
without burnout. The Adaptive Recreation program provides a good mixture of physical activity
with socialization, and develops key life skills such as learning to work together as a team and
following rules.
During formal and informal interactions with staff members, several program needs were
brought up. One staff member identified the need for longer programs in order to maintain
progression in activities. It was reported that many parents request to continue a specific sport or
activity after the session is over, especially in the adult programming. Instead of desiring to
experience a taste of the sport, participants want to continually participate in a favorite activity
like other community members do in a league. Another staff member mentioned the need for
groups of programs based on abilities in order to facilitate increased participation of participants
with more outlying abilities.
A few staff members mentioned the need for social skills to be taught and reinforced with
participants. Many participants have an intellectual disability that results in delayed or deficient
social skills, which are exposed during interactions with staff members and other participants
during programs. Staff members also brought up the need for life skills in order to facilitate
independent living. Many of the participants live with their parents, and may have the potential
to live independently, but are unable to due to lack of several basic life skills. The life skills
specifically mentioned include budgeting and cooking. One staff member suggested that an
occupational therapist could contribute to existing programs by addressing functional skills
during classes or activities. For example, targeting dressing by donning/doffing shoes during
bowling or toileting during a break in basketball practice. Social skills and life skills were the
major areas of need identified by the staff members.

Another staff member brought up the need for personalized fitness plans based on life
demands. It was suggested that an occupational therapist could assess participants during ADL
and other occupations to determine specific areas of physical deficits. An individual exercise
treatment plan could then be designed to improve these identified areas, which would then
benefit other areas of participants lives by improving performance and increasing participation
in desired occupations. For example, if a participant demonstrated difficulty putting clean dishes
away on a high shelf due to lack of strength, the occupational therapist would develop a
treatment plan designed to strengthen the back and shoulders through exercises such as the
shoulder press and arm raises. This staff member also brought up the need for a plan for
participants to transition from working with volunteers or coaches to maintaining fitness and
sporting goals on their own. These suggestions were specifically made in relation to the adaptive
fitness portion of the SLCo Adaptive Recreation program.
Clients perspectives
Perspectives of the Adaptive Recreation program were gathered through semi-structured
interviews with either participants or their parents (see Appendix B for interview questions). One
strength identified by the parents of participants is the opportunity these programs provide for
socialization and the feeling of belonging to a community. Parents were satisfied with the
options of programs, as well as the adaptations and modifications made for their child to enable
participation. Many participants reported that they participate in other sports or activities offered
in the Adaptive Recreation program, and appeared satisfied with these options. Most of the
participants have been participating in the same program for many years with obvious
enjoyment. For example, the average number of years of participation in the bowling program is
approximately 7 years between the participants. The Adaptive Recreation program excels at
participant retention, and receives encouraging feedback about the options and positive
experiences of the programs.
A few gaps were identified by parents of the participants during semi-structured
interviews. One gap includes the need for more options of sports or activities such as gymnastics
and track and field. Many parents did not know about other programs offered through Adaptive
Recreation, and identified the need for programs already in operation, such as swimming and
softball. This illuminates the gap of limited communication to the community about programs
offered through Adaptive Recreation. Other identified gaps include the need for team
competition, more programs offered in general, and more programs for higher skill. Only one
parent identified further modifications or adaptations necessary for increased participant success.
This parent stated that increased social skill education would enable her shy daughter to
participate more comfortably in the program. Other parents also identified the need for social
skills training. The participants themselves were overall uninterested in a wellness program (58%
disinterest), and were overall interested in a parks/outdoor program (75% interest). Many
participants/parents reported that they would be willing to participate in another program if their
friends in the current program also participated.
Student Perspective
Observations of the Adaptive Recreation program were conducted on multiple activities
over the course of five weeks. Programs observed include kickball, basketball, wheelchair rugby,
swimming, adaptive fitness, and bowling. Both youth and adult programs, as well as programs
for physical and intellectual disabilities were observed. Several strengths of the Adaptive
Recreation program were noted. Most participants appeared to have well-established, positive
relationships with both staff members and other participants. Participants all knew each others
names and made a conscious effort to include everyone during games or drills. Another strength
is that necessary equipment or modifications were always available during programming. For
example, a ramp and bumpers were provided during bowling, baskets were lowered during
basketball, customizable flotation devices were available during swimming, and peer tutors aided
participants during kickball. Programs were conducted in a similar fashion each session so
participants knew what to expect, and progressively grew more competent in these skills because
of the repetition of tasks. Other strengths of the program include affordability and an extensive
variety of sports/activities offered.
Through observation and participation in specific programming, several gaps in service
that could be addressed by an occupational therapist became apparent. Staff members were
observed to correct inappropriate social behavior when necessary, but techniques and instruction
varied across staff member. There was also only one instance of social skills education provided
to the entire group at the beginning the session. Other life skills such as standing in line,
following directions, and participating during their turn were addressed in a similar manner of
correction without group-wide instruction. Staff members were also frequently observed to tell
participants what to do and where to go even after instructions, instead of asking questions such
as where do you need to be? or what do you do next? to scaffold these skills. The
participants would benefit from education prior to sessions to establish consistency of social
rules and skills, in addition to one-on-one instruction during session. Participants would also
benefit from scaffolding life skills during each session to cultivate interdependence and internal
motivation.
Another potential area for occupational therapy to address was observed during the actual
performance of sports or activities. Many participants have some type of physical disability in
addition to an intellectual disability, which impeded their ability to perform movements
correctly. Participants were observed to throw bowling balls with both hands instead of placing
their fingers into the holes or shoot a basketball granny-style. Emphasis seemed placed more
on participation versus correct positioning or performance of key movements for each
sport/activity. Participants could benefit from occupational therapy to encourage mechanically
appropriate movements to prevent injury and encourage typical skill development.
Literature Review
Introduction
According to the American Association on Intellectual and Developmental Disabilities
[AAIDD] (2017), an intellectual disability (ID) is characterized by significant limitations in
both intellectual functioning and in adaptive behavior, which covers many everyday social and
practical skills. Such limitations can have a negative impact on community participation, social
relationships, leisure, and other areas of daily living. According to the Centers for Disease
Control and Prevention [CDC] (2016), the incidence rate of ID co-occurring with autism
spectrum disorder (ASD) is 1 in every 3. For the purposes of this paper, people with ID will
include people with ASD as this more accurately describes the population of the Salt Lake
County Recreation program. Individuals with ASD experience social deficits such as impaired
social cognition, lack of social cue understanding, and poor social communication (Laugeson,
Frankel, Gantman, Dillon, & Mogil, 2012). Social skill deficits frequently lead to social isolation
and learned helplessness. Social skills training programs along with strategies from the CO-OP
model can improve the social participation of participants with ID.
Problems to be Addressed by Social Skills Programs
Social isolation. People with ID generally experience social deficits, which often lead to
feelings of loneliness and isolation. Approximately 75% of people with ID demonstrate

impairment in social functioning (OHandley, Ford, Radley, Helbig, & Wimberly, 2016).
Deficits such as being unable to read verbal and nonverbal social cues, maintain eye contact,
initiate conversation, or appropriately interact with peers often decrease social engagement,
opportunities for social interaction, acceptance by peers, and meaningful friendships (OHandley
et al., 2016). Being aware of social inadequacies would understandably lead to feelings of
loneliness. Research has found that as many as half of individuals with ID reported feeling lonely
(Amado, Stancliffe, McCarron, & McCallion, 2013). Populations with similar social deficits are
also found to experience similar feelings of loneliness. Adults with ASD have reported lack of
friendships and feelings of loneliness and isolation (Garca-Villamisar, Dattilo, & Muela, 2017).
People with learning disabilities (LD) also suffer from boredom, anxiety, a sense of
disconnection, and loneliness when they dont have meaningful relationships (Howarth, Morris,
Newlin, & Webber, 2016). According to McConkey, Dowling, Hassan, and Menke (2013), the
stigma associated with their disability often resulted in their active isolation from society (p.
924). Impairments in social functioning can lead to feelings of loneliness and social isolation for
people with disabilities.
Self-determination. People with ID generally have reduced opportunities for
developing self-determined behaviors (Sheppard & Unsworth, 2011, p. 393), thus often
demonstrate symptoms and psychological characteristics of learned helplessness (Gacek,
Smole, & Pilecka, 2017). When an individual is disengaged from making choices in his or her
life, it can lead to a sense of powerlessness and loss of meaning in the engagement of
occupations. This is known as occupational alienation. In order to reduce the risk for for
occupational alienation, people with ID must be provided with choices, opportunities, and
appropriate supports to promote meaningful occupational engagement (Mahoney, Roberts,
Bryze, & Kent, 2015).
Self-determination refers to the ability to act as the primary causal agent in ones life, and
includes characteristics such as acting autonomously, and demonstrating self-realizing and self-
regulating behavior (Shogren & Shaw, 2016, p. 55). Instructional opportunities to promote self-
determined behavior could easily be included in social skill interventions by creating meaningful
activities focused on goal setting, decision making, and problem solving (Chou, Wehmeyer,
Palmer, & Lee, 2017). A study conducted by Sheppard et al., (2011) suggested that providing
opportunities for social learning in everyday activities enhances social skills and improves social
performance, which will result in enhanced autonomous functioning and levels of self-
determination in individuals with ID. One study conducted by Nota, Ferrari, and Wehmeyer
(2007) discussed the positive relationship between social abilities and self-determination
concluding that the higher the social abilities, the greater the self-determination. This finding
leads to the possibility that enhanced social abilities contribute to improved self-determination,
which promotes more inclusive life outcomes for individuals with ID. In addition, a link has
been established between self-determination and quality of life outcomes (Shogren et al., 2016),
suggesting that increased levels of self-determination will improve quality of life for people with
disabilities.
Recreation Programs
Current recreation programs are the optimal setting in which to address social skills for
people with disabilities. Participation in recreation activities produces beneficial social inclusion
and quality of life. According to Garca-Villamisar, Dattilo, and Muela, (2017) active leisure
engagement increases peoples wellbeing because they tend to be happier and healthier (p. 326).
Expanding the benefits of recreation programs to people with disabilities in order to enhance
levels of social participation and self-determination may increase quality of life as well. Current
recreation programs designed to enhance social inclusion and community participation
demonstrate outcomes such as greater social inclusion, improved communication skills,
increased confidence and self-esteem, and growth of friendships (McConkey et al., 2013).
Recreation programs today currently provide essential interactions with peers, and would require
only minor program adjustments in order to specifically address social skills.
Social Skills Programs
Overall, there is an lack of evidence discussing the efficacy of social skill interventions
for individuals with ID. The majority of research evidence identifies successful social skills
interventions for people with ASD. However, one study completed by Gl (2017), found that
social stories and video modeling effectively enhance social skills for individuals with ID. Social
stories are social lessons written in a way that teach social rules and explain social situations,
enabling individuals to respond appropriately in real-life social situations (Gl, 2017). These
strategies have primarily been studied in individuals with ASD, which indicates that many social
skills training strategies may prove effective across populations with similar social skill deficits.
The following elements of social skills programs have been shown to be effective in enhancing
social skills and increasing social participation.
Social skills training. According to the research, group-based social skills training
appears to be the best method to enhance social participation, because participating in groups
has proven to be effective in increasing self-esteem and decreasing feelings of isolation
(Anderson, Wilson, & Williams, 2017, p. 171). The goal of social skills training (SST) is to
instruct and reinforce the specific behaviors necessary to improve social interactions, and
commonly involve[s] techniques of instruction, modeling, rehearsal, corrective feedback, and
reinforcement for appropriate performance (Sukhodolsky & Butter, 2007, p. 606). SST may
include aspects of cognitive behavioral training, which involves identifying thoughts and feelings
and learning to express them appropriately, or self-management, which teaches strategies to
increase the ability to identify, record, and manage ones own behavior (Otero, Schatz, Merrill,
& Bellini, 2015). Group SST may also include training strategies such as social stories, video
modeling, activity-based interventions, role-playing, peer mediation, shaping, social problem-
solving training, and behavioral skills training. Activity-based interventions are common in
occupational therapy and involve engaging in group exercises or tasks in order to increase social
skills and involvement (Tanner, Hand, OToole, & Lane, 2015).
Parent involvement. Parent training and involvement was also identified as an integral
element for social skills training for young individuals living at home. One study reported gains
in social involvement when parents were involved in the program and were instructed in a
separate concurrent session on how to support their childs newly acquired social skills and assist
in expanding the childs social network (Laugeson, Frankel, Mogil, & Dillon, 2009). PEERS,
another parent-assisted social skills program, details the format of the effective parent education
group. It should begin with a review of the previous weeks homework assignment, then proceed
to didactic instruction including an explanation of the parent handout, and conclude with
assigned homework for their child for the upcoming week (Laugeson, Frankel, Gantman, Dillon,
& Mogil, 2012). This program is thought to be successful, because the parent coaches their child
on newly acquired skills in his or her natural environments, which encourages generalization of
skills (Laugeson et al., 2012). Another effective strategy for parents is to scaffold social
opportunities by slowly exposing their child to increasingly difficult social experiences and
fading adult support over time in order to increase their childs social competence (Schreiber,
2011). These elements of parent training and involvement were effective in increasing social and
friendship skills with adolescents with autism.
Peer mediation. Peer mediation involves utilizing a peer as the intervention agent to
learn and practice new social skills in a natural setting (Battaglia & Radley, 2014). Research has
found that selecting peers with or without disabilities that demonstrate age-appropriate social
skills. Strategies such as peer modeling, peer initiation training, and direct training for both the
target child and peers are the most effective (Battaglia et al., 2014, p. 5). Other studies have
found that peers effected an increase in the quantity and quality of interactions, the development
of friendships, and higher levels of peer acceptance (Sukhodolsky et al. 2007, p. 609). Utilizing
peers in social skills training would naturally increase peer interaction, as well as provide a
natural context for the generalization of learned social skills.
Role-playing. One study conducted by Gutman, Raphael-Greenfield, and Rao (2012)
outlined the effectiveness of a motor-based, role-playing intervention to enhance social skills for
adolescents with ASD. The intervention included a warm-up, which provided opportunities to
practice expressing emotions and thoughts through movement and games such as charades. The
rest of the session was spent in role-playing activities, which provided the opportunity for
participants to practice using the motor behaviors underlying facial expressions, body language,
and tonal inflection to (1) interpret others cognitive intentions and emotions and (2)
communicate their own ideas and feelings (Gutman et al., 2012, p. 532) in common social
scenarios. The intervention addressed verbal social behaviors such as initiating conversation,
verbally greeting others, maintaining appropriate conversation, interpreting social cues and
responding appropriately, verbally saying goodbye to others, and appropriately disengaging from
conversation. The strategy also addressed nonverbal behaviors such as maintaining eye contact;
turning toward others; maintaining appropriate distance from individuals; imitating and
generating appropriate facial expressions, gestures, and body language; and tolerating the
presence of others. These role-play situations provided opportunities for participants to learn
through sensory, visual, vestibular, and proprioceptive systems for optimal motor learning and
resulted in increased targeted verbal and nonverbal behaviors. This role-play intervention
emphasized the pairing of participants with similar social skills for increased effectiveness, and
researchers asserted that role-playing can provide an opportunity to synthesize motor, cognitive,
and emotional information through repeated practice and feedback (Gutman et al., 2012, p. 530)
for enhancing social skills in adolescents with ASD.
Physical activity groups. Studies have recently been conducted on the facilitation of
social skills through physical activity and sports, specifically for people with ASD. Group
movement games such as the dice game, noodle exercise, and partner yoga with peers can
increase the appropriate use of eye contact, imitation, following directions, providing praise for
peers performance, taking turns, maintain appropriate proximity to peers, attending jointly to a
task, responding to or asking questions, sportsmanship, and including or helping others (Lee &
Vargo, 2017). The organization of such physical activity groups should begin with sitting in a
circle while participants are encouraged to introduce themselves and/or exchange greetings with
peers, and conclude by gathering again in a circle to ask questions and say goodbye to peers,
with encouragement for using the peers name, high-fives, and turning toward the peer (Lee et
al., 2017). A movement-based social skills program can help children with ASD develop social-
communicative behaviors through direct interactions with their peers (Lee et al., 2017, p. 12).
Another study highlighted the benefits of youth with ASD engaging in sporting and physical
activity, but identified a key issue of limited specialized training of coaches or staff members. To
alleviate this issue, Rosso (2016) suggested that program design [should be] informed by a true
community development approach and include at least one specialised organisation, which
undertakes the task to prepare volunteer coaches to work with adolescents with ASD and
provides specialised on-site support (p. 2530). Coaches should be trained in strategies such as
combining external reinforcement, self-monitoring, verbal-cuing and goal-setting (Rosso,
2016, p. 2527) in order to promote empowerment, participation, self-determination, and
independence. Making minor, but important, adjustments in current recreation programming will
facilitate opportunities to increase social participation for participants with impaired social skills.
Video modeling. One study successfully combined video modeling with behavioral skills
training for individuals with ID. Video modeling requires individuals to view video recordings of
successful social behaviors, and behavior skills training involves instruction, modeling,
behavioral rehearsal, and performance feedback to promote a target behavior (OHandley et al.,
2016, p. 542). The Superheroes Social Skills group is an example of such a program. Participants
received instruction and rationale for the targeted social skill from an animated cartoon video,
practiced the skill with the use of role-play, modeling, and performance feedback, reviewed the
skill through video modeling, and participated in a social game to further reinforce the targeted
skill before receiving a reward (OHandley et al., 2016).Results suggest that Superheroes Social
Skills may effectively promote the acquisition, generalization, and maintenance of select social
skill deficits of adolescents with ID (OHandley et al., 2016, p. 563). This study further
reiterates the idea that elements of social skill training programs primarily utilized for individuals
with ASD, such as role-playing, video modeling, behavioral skills training, and activity-based
interventions could also be successful for individuals with ID.

Occupational Therapy Intervention
CO-OP. The Cognitive Orientation to daily Occupational Performance (CO-OP) model
is utilized in occupational therapy while working with children and adults who have
motor/learning difficulties that affect performance (Mandich & Polatajko, 2004). This model
provides a guide for teaching people how to use strategies that support skill acquisition through a
process of guided discovery and goal setting. One research study explored the use of CO-OP in a
small group intervention with children with ID in a school setting, through both direct and
consultative occupational therapy services. Not only was the intervention effective in increasing
individual skill performance, but also provided social interaction with possibilities to improve
prosocial behavior and self-esteem (Franken, 2013). CO-OP also focuses heavily on engaging
the clients to establish goals and demonstrate generalization of strategies. Another study utilized
the CO-OP model for children with developmental coordination disorder (DCD) in a 2-week
summer camp with both group and individual sessions. Each student reported increased
satisfaction and performance in self-selected motor goals, with some reports of increased
confidence (Zwicker et al., 2015). A literature review was conducted on the effectiveness of
utilizing the CO-OP model for children with DCD. The review reiterated the necessity of
forming groups of children with similar goals and verbal ability, parental education and
involvement, weekly intervention sessions, child-chosen goals, generalization and transfer of
skills, and utilization of self-talk during problem solving (Anderson et al., 2017). Utilizing CO-
OP with children with motor coordination difficulties resulted in increased confidence, self-
esteem, feelings of belonging, and coping with failure, as well as reduced levels of frustration
and feelings of isolation (Anderson et al., 2017). In fact, this evidence suggests that task-
orientated interventions such as the CO-OP method can provide children living with motor
coordination difficulties with strategies to overcome occupational problems and avoid the
alarming sequelae of secondary complications such as loneliness, anxiety, depression and
obesity (Anderson et al., 2017, p. 181). CO-OP is an effective intervention for children and
adults with intellectual and physical disabilities used to reduce the occurrence of loneliness and
social isolation, and increase levels of self-determination and empowerment.
Summary
Salt Lake County Adaptive Recreation currently provides an opportunity for social
inclusion and skill building for people with disabilities. The needs assessment performed
indicated two areas of additional intervention for the participants at this setting: social skills
instruction and scaffolding cues in order to increase independence. The literature presented
supports social skill training and strategies to support skill acquisition for people with intellectual
disabilities in order to improve social participation, self-determination, and quality of life.
Salt Lake County Adaptive Recreation provides a unique opportunity for people with ID
to improve social skills through physical and sporting activities. By adopting various elements
from group social skills training such as role-playing, activity-based interventions, peer-
mediation, video-modeling, and parent involvement, participants will have the opportunity to
improve social skills and increase social participation, thus reducing the risk for social isolation.
Using CO-OP methods such as guided discovery and goal setting during such groups will
improve self-determination and overall quality of life for participants. Occupational therapy can
provide consultative services and on-site support to train coaches and staff on these strategies,
which supports the mission of Salt Lake County Adaptive Recreation to improve lives through
people and play.
Social Skills Program Proposal

Program Overview
Based on the findings of the needs analysis and literature review, a social skills program
with an emphasis on enhancing self-determination would greatly benefit the current participants
of this program. This social skills program will support the mission of the SLCo Adaptive
Recreation program by adding opportunities to learn and practice new social skills in a natural
setting with their peers to current physical activity groups. The program will also provide
opportunities to set goals, make choices, and problem solve in order to improve participants
levels of self-determination. The overall goals of this program are to enhance social interaction,
meaningful social participation, engagement in communities, and quality of life for the
participants of SLCo Adaptive Rec.
The social skills program will consist of both direct and consultation services provided by
an occupational therapist (OT). Before the 8-week session begins, participants and their families
will attend a meeting with the OT to establish social goals and complete evaluations. The social
skills training will be lead by the OT during the first 15 minutes of sporting sessions, and will
include opportunities for role-playing, peer mediation, and activity-based interventions to learn
and practice social skills with peers. The OT will then provide concurrent parent training in a
separate room for approximately 30 minutes to provide parents with strategies to coach their
children in social situations, answer questions, and explain homework for the upcoming week.
The homework assigned each week will be based on video-modeling of social skills, which will
be created under the direction of the OT. The OT will then meet with participants and their
families after the 8-week program to determine progress of goals and complete post-assessments.
The OT will also conduct in-service staff trainings to provide coaches with strategies to
scaffolding cueing and encourage problem-solving of the participants to enhance independence
during sporting sessions.
Rationale for hiring an occupational therapist. Social participation is one of the eight major
occupations addressed by occupational therapists, and is considered an occupational right for
people of all abilities. Fostering community integration for individuals with ID supports the
American Occupational Therapy Associations (AOTAs) commitment to inclusion and non-
discrimination of all persons (Ideishi, D'Amico, & Jirikowic, 2013). Occupational therapists
have the skills necessary to enable participation in the community because they have been
trained to view the individual holistically, and consider all aspects of the persons life.
Occupational therapists routinely evaluate clients within their contexts and environments in order
to develop strategies to modify barriers to social participation. Occupational therapists are
educated and trained to understand the dynamic and changing interaction between an individual
and the environment, making them essential professionals to help foster community integration
(Ideishi et al., 2013). OTs are also concerned about the required performance skills, abilities, and
adaptive behaviors required for effective social participation, and work with the individual to
develop and enhance these skills. Occupational therapy services are successfully provided in a
community setting, and often include education and training for family members and caregivers.
Independence in meaningful activities is the main objective of occupational therapy, which will
in turn increase self-efficacy and enhance quality of life for participants.
Level of prevention. This program would address secondary prevention by targeting people
with intellectual disabilities who are at risk for decreased social and emotional outcomes such as
social isolation, depression, lack of community participation, and decreased quality of life.
Encouraging participants to participate in building social skills will decrease the risk for these
negative outcomes. It will address tertiary prevention by minimizing learned helplessness and
current social isolation or depression that individuals with intellectual disabilities may already be
experiencing. This program will focus on increasing social and community participation in order
to increase function and quality of life for individuals with intellectual disabilities.
Occupational justice. Occupational justice refers to the right of all people to participate in
meaningful occupations, despite limitations or disabilities. As previously stated, people with
intellectual disabilities are at a greater risk for occupational alienation because of their reliance
on caregivers for facilitation of many daily occupations. This program will decrease the
occupational alienation of participants by facilitating ways to interact meaningfully with peers
and in the community through the acquisition of social skills. The social skills program will
result in improved satisfaction and feelings of connection in meaningful social participation.
Although participants with intellectual disabilities are at risk for reduced occupational justice in
terms of social participation, this program will positively impact occupational justice for these
participants.
Service delivery. The service delivery of social skills training within local recreation activities
was chosen based on the social and economic factors of the current participants. As previously
mentioned, many of the participants are familiar with each other and have even established
limited friendships together. SLCo Adaptive Recreation has already provided a positive peer
context in which to practice social skills in a comfortable environment. Many of the participants
have limited economic opportunities, which is why they participate in this affordable recreation
program. Adding social skills training for a reasonable price at the same location will make it
possible for participants to access these services.

Theoretical Foundation
PEO. Models and theories are utilized by occupational therapists to guide practice by
providing an occupational context for therapy, and suggesting appropriate assessments for
occupational issues, protocols for intervention, and strategies for evaluation of change. The
Person-Environment-Occupation (PEO) model encourages occupational therapists to view
performance as an interaction between the person, the environment, and the occupation. This
model postulates that if there is a lack of congruence between the person, environment, and
occupation, then the client will be dissatisfied with his or her occupational performance. Thus, a
change made in either the person, environment, or occupation will enhance occupational
performance, and increase satisfaction. Application of this model would begin with the client and
therapist identifying occupational performance problems, determining strengths and barriers in
the environment, analyzing elements of the occupation, and determining performance
components (Strong, Rigby, Stewart, Law, Letts, & Cooper, 1999). A plan is then developed
with the client that identifies strategies to remove barriers and increase supports to improve
occupational performance by creating a better person-environment-occupation fit (Strong et
al., 1999, p. 126). In the case of the social skills program, the person is the participant, the
environment includes the sporting venue and the people involved in the sport, and the occupation
is social participation. This model will be utilized during the program to identify and modify
barriers in the participants social environment, provide training in necessary social skills, and
make adjustments to components of social interactions in order to improve social participation.
CO-OP. Another approach that will guide the use of assessments and interventions
within the social skills program is CO-OP. CO-OP is defined as a client-centered, performance-
based, problem solving, approach that enables skill acquisition through a process of strategy use
and guided discovery (Mandich et. al., 2004, p. 2). The objectives of CO-OP are to support skill
acquisition, cognitive strategy use to help solve performance problems, generalization of
learning in real-world situations, and the transfer of learning to solve new occupational problems
encountered. This evidence-based approach outlines protocol that includes working toward goals
identified by the client, performance analysis, guided discovery, parent involvement, and other
enabling principles to support solving occupational performance problems.
The assessments utilized in conjunction with the CO-OP include the Canadian
Occupational Performance Measure (COPM), the Performance Quality Rating Scale (PQRS),
and the Dynamic Performance Analysis Record (DPAR). The assessments that were identified as
most useful for the social skills intervention are the COPM and the PQRS. The COPM is a
client-centered, self-report used frequently in occupational therapy for identifying occupational
performance goals and measuring outcomes of the CO-OP approach (Mandich et al., 2004, p.
155). The client utilizes a 10-point scale to measure performance and satisfaction of an
occupational performance problem, which can then be measured to assess change from the pre-
test to the post-test. The PQRS will be utilized to evaluate performance and changes in
performance based on observation pre- and post-intervention as well. See Appendix C.
CO-OP is a learning-based approach that draws on scaffolding techniques to positively
impact self-efficacy and facilitate independence. For the social skills program, the OT will begin
the intervention by introducing the global strategy of Goal-Plan-Do-Check to the participant,
which encourages the use of verbal guidance or self-talk to establish a goal, formulate a plan,
perform the plan, then assess the outcome (see Appendix D). The OT will model this strategy,
then encourage the participant to begin to use it to solve the occupational problems he or she
identified. Participants will be encouraged to discover the strategies that will solve their
performance problems, themselves (Mandich et al., 2004, p. 80), but will be taught domain
specific strategies if needed. Strategies to promote learning will include behavioral techniques
such as reinforcement, shaping, modeling, prompting, fading, chaining, and direct teaching.
Parent involvement is vital to support strategy use in the natural environment and help facilitate
generalization and transfer of learning to situations outside therapy. These intervention
techniques will enhance self-efficacy and independence by providing strategies to solve
occupational performance problems in the participants lives.
Social Participation Model. The final model that the social skills intervention will draw
from is the Social Participation Model. Even though this model is generally used with children,
adults with intellectual disabilities are often in similar developmental stages and may also benefit
from the principles and strategies. The Social Participant Model aims to improve the social
participation of individuals through modeling, caregiver training, creating supportive social
environments to interact with peers, and client training. This model encourages the development
of social habits and routines such as making eye contact with another person before speaking
(Olson, 2010). These strategies can be applied in the social skills program at SLCo Adaptive
Recreation by creating a supportive social environment by establishing rules of the group,
providing a participant with a peer mentor, and modeling appropriate social skills. Parent
training on how to establish habits and routines at home to support social skills will also be
included in the program. Client training will be completed through direct instruction, modeling,
and role-playing to reinforce the social skills instruction. The principles of the Social
Participation Model will effectively guide the participant and parent training portions of the
program.
Goals and Objectives
Goal 1:
1) Improve social participation for individuals with intellectual disabilities through group
training and instruction in order to improve health in everyday life.
Objectives:
1) By the end of the 8-week program, 75% of participants will initiate and engage in one
friend-making conservation with a peer within the sporting program.
2) Two weeks after completing the program, 80% of participants will consistently
demonstrate 3 new social skills (e.g., eye contact, following directions, maintaining
appropriate distance, initiating and participating in basic conversations) to improve peer
interactions.
Goal 2:
1) Improve self-efficacy for participants with intellectual disabilities through the use of
guided self-discovery and learning strategies in order to increase independence in
community and social participation.
Objectives:
1) At the end of the 8-week program, 75% of participants will report a significant
improvement (at least 2 points) in performance and satisfaction in at least one self-
selected social goal as measured by the COPM.
2) By the end of the 8-week program, 80% of participants will demonstrate 1 use of the
Goal-Plan-Do-Check strategy in preparation for a social interaction.

Program Description
The proposed social skills program will be added to current sport programming at SLCo
Adaptive Recreation, and follow the established 8-week curriculum. Each social skills program
will incorporate similar training elements, with the establishment of specialized protocol based
on the needs of the group. Each session will begin by establishing and reiterating group rules,
engaging in a quick ice-breaker movement game, providing specific instruction and modeling of
one social skill, and engaging in a role-playing game or activity to practice the skill. Examples of
possible social skills include: maintaining eye contact, initiating a conversation, maintaining
appropriate distance from others, disengaging from conversation, and interpreting and generating
appropriate facial expressions and body language. Each group will have the opportunity to
observe and practice these social skills through movement and games. Some participants may
have the opportunity to be paired with a peer mentor to enhance learning. Participants will also
be encouraged to use the global problem solving strategy to work toward a social goal with a
peer or staff member at the end of each session, as well as the opportunity to report what they
learned in the session. The OT will modify the social environment to support each participant by
providing additional modeling and support, or by pairing the student with a mentor or peer with
similar social skills. The OT will observe each participant's progress during the training, and
determine how best to support each participants goals moving forward.
The parent education portion of the intervention will include didactic instruction, open
discussions, and review of video-modeling homework. The instruction will detail specifics on
modeling social skills and encouraging their son or daughter on the use of cognitive strategies in
natural environments, as well as discussion on how to provide opportunities to practice newly
acquired social skills. Parents will also be instructed on how to support video modeling
homework by providing feedback, role-playing, modeling, and discussion of skills after viewing
the video clip with their son or daughter. During parent education sessions, parents will be
encouraged to ask questions and become as involved as possible in their son or daughters social
skills journey.
The social skills intervention will begin by being incorporated into current popular sport
programs at SLCo Adaptive Recreation, such as basketball, bowling, and soccer. If the proposed
program proves effective in these sessions, the intervention will expand into all areas of adaptive
programming including social events, aquatics, adaptive fitness, and camps. This proposed
program addresses educational needs of participants in this setting. As described in the needs
analysis, many participants require the additional training in social skills. However, this training
is not currently provided through the local community. This program will also enhance the
community by preparing participants how to appropriately engage in social situations and
interactions. Becoming more active members of the community will benefit the participants,
their families, and the local community.
Participant criteria. All participants of the Salt Lake County Adaptive Recreation
program will be eligible to receive services. This program will primarily be tailored for
participants with intellectual disabilities, but will remain open to any participants who desire to
improve their social skills. This program will be available for both child and adult participants.
OT role. Within the social skills program, the OT will evaluate all participants prior to
the start of the 8-week program with the PQRS, the Personal Wellbeing Index - Intellectual
Disabilities, and the Glasgow Social Self-Efficacy Scale. The OT will also establish goals with
the participant utilizing the COPM. The OT will introduce the Goal-Plan-Do-Check strategy
during the first meeting with the participant, and train the participants in social skills in the first
15 minutes of each session for eight weeks. The OT will also provide concurrent training to the
parents of the participants during each session, as well as training to the staff members on
strategies to support social and CO-OP skills. At the end of each 8-week session, the OT will re-
evaluate each participants goals and progress with the assessments mentioned previously. The
OT will conduct additional trainings and meetings with staff members as necessary to improve
the implementation of the program, as well as evaluate specific participants progress during
sessions. The schedule for the OT will vary depending on the scheduled programming, and may
include nights and weekends. The program will require approximately 30 hours per week for the
OT to develop protocols for each session, conduct trainings for staff members, participants, and
parents, perform evaluations, score assessments, prepare training materials and handouts,
conduct meetings with participants, and compile program evaluation data.
Time requirements. Sports programming at SLCo Adaptive Recreation is variable, thus
the time requirements will vary for each participant. For example, some participants may attend
both bowling and basketball each week, as well as the Saturday dances twice per month. Other
participants may just be interested in attending soccer once per week. In the example of the
participant involved in programming once a week, the time requirements would be as follows:
one-hour meeting with OT prior to programming, 75 minutes of programming per week for eight
weeks, and another one-hour meeting with OT at the end of the intervention. The total time
commitment for one 8-week session would be approximately 12 hours. Hours of the sessions
also vary according to the program, and can occur during the day or early evening, as well as on
weekends.
Staff involvement. Staff member involvement during programming will be essential to
support the participants newly acquired skills. Staff will be required to participate in 10 hours of
training yearly, which will be completed early in the program implementation phase or
immediately after hire. Staff will learn to model social skills, support appropriate social
interactions, encourage problem solving strategies, and scaffold cues to support self-efficacy
during sessions. Staff members will maintain current duties, with the addition of 15 minutes at
the beginning of each session for assistance in social skills training. Their informal observation
of each participants performance during sessions will also be valuable during goal and objective
evaluation at the end of each 8-week program.
Community involvement. This program will not include outings in the community, but
will integrate community members into the program by acting as peer models. Volunteers
from the community may attend sessions and be paired with a participant. The volunteers duties
would be to model appropriate social skills and allow participants to practice interactions and
new skills with them during programming. Volunteer peer models could be siblings, friends,
relatives, students, or any member of the community.
Space requirements. Direct services with participants and their families to set goals with
the OT will occur in the small conference room at Copperview Recreation Center. Social skills
training will occur in the gym prior to sporting sessions, at any recreation center across Salt Lake
County. The concurrent parent education meetings will also take place in a small conference
room of the recreation center. The OT would require a small office space at Copperview
Recreation Center in which to store materials and organize services.
Budget. The social skills program would require a one-time startup cost, as well as direct
and indirect costs yearly. The startup cost for this program would include creating a role-playing
video for social skills homework to be given to each participant at the beginning of each 8-week
session. This cost includes both the video equipment of a camcorder and movie making software,
as well as the DVD-R disks required for video distribution. A table and chairs are also required
for the parent education sessions, but will already be provided by the recreation centers. Direct
costs include a .75 FTE benefited OT position in order to run the social skills program, with an
hourly rate typical of an OT in the state of Utah. Yearly copies of the PQRS, PWI-ID, and
GSSES assessments and the Goal-Plan-Do-Check handout are required for evaluation and
implementation of the participants and program progress, as well as an annual supply for the
COPM assessment. Staff training is required for social skills and problem solving skills
reinforcement during sports programming for a minimum of 10 hours per year, per staff member.
Indirect costs include marketing, rent for access to gym, conference room, and office space,
utilities, and maintenance, which are all provided by SLCo Adaptive Rec. Yearly income would
include an extra $5 per participant for each session, as well as grants and ZAPP taxes. See
Appendix E for a detailed outline of the proposed budget.
Marketing. The goal for the program is to maintain current participants, as it will be a
feature added to current programming. However, it would be beneficial to develop a small
marketing plan to raise awareness of this program to other people in the community who may
benefit, but who are not taking advantage of current programming. I will build community
awareness by advertising this program during other similar events or programs within the
community, and providing written and verbal information to current and potential program
members. I would aim to reach families of individuals with intellectual disabilities and to
individuals with disabilities themselves. I would provide marketing information at Salt Lake
County recreation centers, as well as at other sporting events not affiliated with Salt Lake County
Adaptive Rec, such as Wasatch Adaptive Sports or Special Olympic events, if appropriate.
During the implementation phase of the program, I would spread awareness by word of
mouth of current parents and participants. I could hold a small parents meeting or forum during
current sporting programs to introduce the program to the parents and answer any questions
about it. I would have these parents invite other parents from the community who are potentially
interested to the forum/meeting. In order to increase utilization of the program in the community,
I will add information about the program online at http://slco.org/adaptive/ with the other
programming information, write about the program in city newsletters, and create an insert for
local flyers and mailings.
Funding Options
Option 1: The May and Stanley Smith Charitable Trust provides funding assistance for
elders, children and youth, people with intellectual, physical and developmental disabilities, and
families of military veterans in the western region of the United States and Canada, including
Utah. This trust aims to accomplish positive change by intervening at various levels the
individual, the family, the organization, the community, and the field (May and Stanley Smith
Charitable Trust, 2017). In 2015, the May and Stanley Smith Charitable Trust gave a total of
$18,348,350 to appropriate applicants.
Audit trail: Foundation Directory Online - Power Search - check Grantmakers, RFPs, and
Companies, keywords: social skills, intellectual disabilities. Search result URL:
https://fconline.foundationcenter.org/grantmaker-
profile/?collection=power&activity=result&_new_search=1&government_grantmaker=1&gm_t
ype=1&keywords=social%20skills%20intellectual%20disabilities&source_collection%5B%5D=
NOT%20grants&source_collection%5B%5D=NOT%20990s&source_collection%5B%5D=NO
T%20issuelab&source_collection%5B%5D=NOT%20news&source_collection%5B%5D=NOT
%20jobs&source_collection%5B%5D=NOT%20cnl&key=SMIT326
May and Stanley Smith Charitable Trust information: http://www.adminitrustllc.com/may-and-
stanley-smith-charitable-trust/
Option 2: The Pierre Koncurat Foundation Charitable Trust provides program development
support for populations with intellectual disabilities, in areas of sports and recreation, education,
and youth development, mainly in the state of Utah. In 2016, this trust gave a total of $47,641 to
such organizations.
Audit trail: Foundation Directory Online - Search Grantmakers - Geographic focus: Utah,
Keyword search: intellectual disabilities.
Search URL: https://fconline.foundationcenter.org/grantmaker-
profile/?collection=grantmakers&activity=result&_new_search=1&fields_of_interest=&geograp
hic_focus=Utah&location=&country=&state=&county=&city=&metro_area=&congressional_di
strict=&zip_code=&name=&keywords=intellectual%20disabilities&government_grantmaker=1
&ein=&support_strategy=&transaction_type=&trustees_officers_donors=&type_of_grantmaker
=&range=total_giving&range_start=&range_stop=&save_sort=y&sort_by=total_giving&sort_or
der=1&key=KONC001&from_search=1
Trust address: 820 Grist Mill Ln. , West Chester, PA United States 19380.
Program Evaluation
In addition to measuring the progress of each individual participant, it is imperative to
assess the program as a whole to determine whether successful outcomes have been achieved. It
is expected that the outcomes of this program would include improved social skills, social
interactions/friendships, self-determination/self-efficacy, problem solving skills, performance

and satisfaction with social goals, and quality of life/wellbeing for participants. It would also be
expected that the parents of the participants would report improved confidence in their ability to
support their son or daughters use of cognitive strategies and reinforce newly acquired social
skills at home and in the community. These outcomes will be measured by a parent survey, as
well as standardized assessments before and after the program.
Parent survey. The questions on the parent survey are included in Appendix F. The
survey includes both open-ended and likert-scale rating questions to elicit qualitative and
quantitative evaluation data. The parent survey will be emailed to the parent(s) of the participants
one week following the termination of the program. These results will assist in determining
participant progress in regards to social skills and social interactions from the parents point of
view, as well as parents improvement in the skills required to actively support their son or
daughter in his or her social goals.
PWI-ID. The Personal Wellbeing Index - Intellectual Disabilities (PWI-ID) is a short,
self-report of quality of life designed specifically to be answered by individuals with intellectual
disabilities or other forms of cognitive impairment. This evaluation is designed with a pre-test to
assess the level of the clients ability to understand and respond to questions appropriately.
Based on this information, the PWI-ID can be administered using a numerical scale or faces with
varying emotions as the respondent ratings. This assessment has been proven to be valid and
reliable in testing domains of quality of life, such as standard of living, health, life achievement,
personal relationships, personal safety, community-connectedness, [and] future security
(Cummings & Lau, 2005, p. 5). The list of questions on the PWI-ID is included in Appendix G.
The PWI-ID will be administered to all participants one week prior to the social skills
intervention, and one month post-intervention. This assessment will provide quantitative data on
the efficacy of the program in improving subjective well-being.
GSSES and COPM. The final standardized assessments include the Glasgow Social
Self-Efficacy Scale (GSSES) and the COPM. The GSSES was also developed as a self-report for
people with intellectual disabilities. This assessment will be administered as a pre- and post-test
to determine program effectiveness in improving social self-efficacy. See Appendix H for the
full assessment. Comparison of COPM scores pre-and post-test will also be utilized to determine
overall increase in performance and satisfaction of social skills goals following intervention. The
parent survey and standardized assessments will provide both qualitative and quantitative data to
assess effectiveness of the social skills program in regards to self-efficacy, quality of life, social
skills, problem solving skills, social interactions, and performance and satisfaction with social
goals. This data can be used to revise or alter program protocols as needed to enhance program
efficacy.
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http://dx.doi.org/10.3109/01942638.2014.957431
Appendix A
Staff Interview Questions
1. What is the purpose or mission of this organization?
2. What are the funding sources?
3. What are the needs of participants in these programs?
4. What are the services currently offered?
5. Are there any specific services you think participants would benefit from that they are not
currently receiving?
6. What are your plans for the future of this organization?
7. What are the strengths of this organization?
8. Are there any underserved populations?
9. What is your position at this organization? Degrees/background/licenses?
10. Based on what you know about OT, are there any services that could be added by an
OT?
Appendix B
Participant/Parent Interview Questions
1. How old are you/how old is your child?
2. How long have you/your child been participating in this program?
3. What other activities in Salt Lake Adaptive Recreation do you/does your child participate
in?
4. Do you/your child have any other interests that Salt Lake Adaptive Recreation does not
currently offer?
5. Do you/your child require further support or adaptations to participate more successfully
in this program?
6. Would you/your child be interested in participating in a wellness or parks program?

Appendix C
Performance Quality Rating Scale
(Mandich et al., 2004, p. 156)

Appendix D
Goal-Plan-Do-Check Handout
(Mandich et al., 2004)

Appendix E
Proposed Budget
Source of Specific costs or sources of income Cost
Start-up Costs
In kind Chairs and table for parent education $324.33

(1 6-foot folding table $50.97 on Amazon)
(4-pack of folding chairs for $68.34 on Amazon x 4)
Video equipment $119.99

(Camcorder $119.99 on Amazon)
(Access to iMovie or Windows Movie Maker is free)
Video distribution $21.99

(100-pack of DVD-R disks $21.99 on Amazon)
Total= $466.31
Direct Costs
.75 FTE OTR salary $46,800

($30 x 30 hours/week x 52 weeks)
Insurance benefits (15% of total salary) $8,424
Yearly copies of the Performance Quality Rating Scale $21

($.07 per page x 300)
Yearly copies of Goal-Plan-Do-Check handout ($.07 per $21

page x 300)
Year supply of COPM Assessments (300) $34.61
Yearly copies of Personal Wellbeing Index Intellectual $21

Disability ($.07 per page x 300)
Yearly copies of Glasgow Social Self-Efficacy Scale $21

($.07 per page x 300)
Staff costs for training ($10/hour x 5 staff members x 10 $500

hours)
Total= $56,308.92
Indirect Costs
Marketing $500
In kind Rent for gym access ($1,000/month x 12) $12,000
In kind Rent for access to small conference room ($300/month $3,600

x12)
In kind Rent for small office space ($50/month x12) $600
In kind Utilities ($1000/month x 12) $12,000
In kind Maintenance ($300/month x12) $3,600
Total $32,300
Income
Self-pay ($5 extra on top of current programming costs) Variable
Grants TBD
Total= TBD
Budget Summary
Total costs $89,075.23
Total income $32,300

or in-kind
contributions
Net cost of $56,775.23 - to be covered by grants, taxes (ZAPP), and

program self-pay
Appendix F
Parent Survey
Was the parent education training helpful? Why or why not?

______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
What suggestions do you have to improve the training?

______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Do you think your son or daughters social skills have improved? If yes, provide examples.
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Do you think your son or daughters social interactions have improved? If yes, provide
examples.
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Has your son or daughter developed new friendships since the beginning of the program? If yes,
provide examples.
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Is your son or daughter using any cognitive strategies to solve problems at home or in the
community? If yes, provide examples.
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
What would you change about the program for it to be more effective in the future?
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
On a scale from 1-5 (1 being not satisfied at all, and 5 being completely satisfied), how satisfied
are you with the level of social skills training/instruction your son or daughter received? Please
circle: 1 2 3 4 5
On a scale from 1-5 (1 being not confident at all, and 5 being completely confident), how
confident are you in supporting your son or daughter in social and problem-solving situations?
Please circle: 1 2 3 4 5
Appendix G
Personal Wellbeing Index - Intellectual Disabilities
(Cummins & Lau, 2004)

Appendix H
Glasgow Social Self-Efficacy Scale
(Payne & Jahoda, 2004, p. 272-273)

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Running head: SOCIAL SKILLS PROGRAM

The purpose of this project was to conduct a needs assessment in an underserved

to address the needs of this setting.

Description of the Setting

enable community participation.

The program headquarters is located at Copperview Recreation Center, in Midvale, Utah.

development of an improved marketing system to discover potential participants in the

gathered through structured, formal interviews, as well as informal interactions during

groups of programs based on abilities in order to facilitate increased participation of participants

with more outlying abilities.

occupational therapist could contribute to existing programs by addressing functional skills

major areas of need identified by the staff members.

fitness portion of the SLCo Adaptive Recreation program.

Perspectives of the Adaptive Recreation program were gathered through semi-structured

experiences of the programs.

A few gaps were identified by parents of the participants during semi-structured

friends in the current program also participated.

Observations of the Adaptive Recreation program were conducted on multiple activities

variety of sports/activities offered.

Through observation and participation in specific programming, several gaps in service

addition to an intellectual disability, which impeded their ability to perform movements

on participation versus correct positioning or performance of key movements for each

sport/activity. Participants could benefit from occupational therapy to encourage mechanically

appropriate movements to prevent injury and encourage typical skill development.

According to the American Association on Intellectual and Developmental Disabilities

[AAIDD] (2017), an intellectual disability (ID) is characterized by significant limitations in

model can improve the social participation of participants with ID.

Problems to be Addressed by Social Skills Programs

feelings of loneliness and isolation. Approximately 75% of people with ID demonstrate

people with disabilities.

Self-determination. People with ID generally have reduced opportunities for

demonstrate symptoms and psychological characteristics of learned helplessness (Gacek,

appropriate supports to promote meaningful occupational engagement (Mahoney, Roberts,

Bryze, & Kent, 2015).

recreation programs designed to enhance social inclusion and community participation

demonstrate outcomes such as greater social inclusion, improved communication skills,

only minor program adjustments in order to specifically address social skills.

Social Skills Programs

social skills and increasing social participation.

has proven to be effective in increasing self-esteem and decreasing feelings of isolation

commonly involve[s] techniques of instruction, modeling, rehearsal, corrective feedback, and

and learning to express them appropriately, or self-management, which teaches strategies to

modeling, activity-based interventions, role-playing, peer mediation, shaping, social problem-

skills and involvement (Tanner, Hand, OToole, & Lane, 2015).

friendship skills with adolescents with autism.

natural context for the generalization of learned social skills.

Role-playing. One study conducted by Gutman, Raphael-Greenfield, and Rao (2012)

for enhancing social skills in adolescents with ASD.

combining external reinforcement, self-monitoring, verbal-cuing and goal-setting (Rosso,

2016, p. 2527) in order to promote empowerment, participation, self-determination, and

interventions could also be successful for individuals with ID.

Occupational Therapy Intervention

CO-OP. The Cognitive Orientation to daily Occupational Performance (CO-OP) model

involvement, weekly intervention sessions, child-chosen goals, generalization and transfer of

alarming sequelae of secondary complications such as loneliness, anxiety, depression and

social isolation, and increase levels of self-determination and empowerment.

disabilities in order to improve social participation, self-determination, and quality of life.

people and play.

Social Skills Program Proposal

participants of SLCo Adaptive Rec.

scaffolding cueing and encourage problem-solving of the participants to enhance independence

during sporting sessions.

occupations addressed by occupational therapists, and is considered an occupational right for