Thematic Analysis of Increased Leisure Participation for Children with ID/DD

1. Determining the meaning of leisure

1.1. Determine what activities encompass fun, freedom, fulfillment, and friendships

1.1.1. Powrie et al., 2015 [1]

1.2. Determine essential elements for community-based participation: person-based, envionrment-based, and activity-elements

1.2.1. Willis et al., 2017 [1]

2. Identification of barriers and facilitators to participation

2.1. Barriers and supports vary across all individuals and all disabilities

2.1.1. Anaby et al., 2013 [1]

2.2. Project TEAM and teaching individuals with disabilities to identify barriers

2.2.1. Kramer et al., 2014 [4]

2.3. Development of targeted strategies to combat environmental barriers

2.3.1. Law et al., 2007 [4]

2.3.2. Tonkin et al., 2014 [1]

2.4. Identify relationship between child's ability and environmental modifications

2.4.1. Martin Ginis et al., 2016 [1]

3. Creating inclusive leisure spaces

3.1. Development of friendships and inclusive relationships

3.1.1. Andrews et al., 2015 [1]

3.2. Facilitation of inclusion through service providers using variety of strategies

3.2.1. Smart et al., 2018 [4]

4. Goal-oriented sessions

4.1. Strategy and multi-dimensional interventions with complex analysis of participant, environment, and activity to increase participation with guidance from occupational therapist

4.1.1. Anaby et al., 2016 [4]

4.1.2. Anaby et al., 2018 [4]

4.1.3. Imms et al., 2016 [4]

4.1.4. Law et al., 2015 [4]

4.2. Immersive, exploratory interventions of variety of physical activities with guidance and goal-setting from occupational therapists

4.2.1. Willis et al., 2018 [3]