Examining the Use of Therapeutic Recreation in Schools and the Implications on Students’ Social Interaction Behaviors

Authors

  • Heather L. Shultz The University of Tennessee
  • Angela J. Wozencroft University of Tennessee
  • David F. Cihak The University of Tennessee

DOI:

https://doi.org/10.18666/TRJ-2017-V51-I4-7812

Keywords:

schools, Social Interaction Theory, therapeutic recreation

Abstract

The purpose of this study was to determine the impact of a therapeutic recreation program on social interaction behaviors of students with disabilities. Specifically, this paper examines a service-learning course called Project Therapeutic Recreation in Public Schools (TRiPS) offered at a large public university in the Southeast. In the current study, 18 students with disabilities were observed on five social interaction behaviors: (1) “motor gestural positive” behaviors, (2) “motor gestural negative” behaviors, (3) “vocal verbal positive” behaviors, (4) “vocal verbal negative” behaviors, and (5) “response to environment” behaviors. Results indicated instances where there was an increase in the frequency of students with disabilities’ social interaction behaviors. Further examination of the developed activities implemented provides insight into why significant differences in some social interaction behaviors exists and direction for future research. Limitations of the study and implications are discussed.

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Author Biographies

Heather L. Shultz, The University of Tennessee

Master's Graduate

Kinesiology, Recreation, and Sport Studies

Angela J. Wozencroft, University of Tennessee

Associate Professor

Kinesiology, Recreation, and Sport Studies

David F. Cihak, The University of Tennessee

Professor
Theory and Practice in Teacher Education

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Published

2017-10-17

Issue

Vol. 51 No. 4 (2017)

Section

Research Papers

License

Sagamore Publishing LLC (hereinafter the “Copyright Owner”)

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