Jenn Johnson

Social Learning Theory as a Framework for Recreational Therapy Intervention in Children with Neurodevelopmental Disorders

Introduction

Social learning theory as a framework for recreational therapy intervention in children with neurodevelopmental disorders. Explore Social Learning Theory as a framework for recreational therapy interventions in children with neurodevelopmental disorders, addressing obesity, mental, and behavioral health issues.

Abstract

People with neurodevelopmental disorders demonstrate a higher incidence of obesity, emotional and mental health issues, and behavioral problems than the typically developing (TD) population. Based on the importance of early intervention for children with disabilities, research has been done regarding learning and development in children with neurodevelopmental disorders. However, limited research has been done tying a theory-based learning approach to recreational therapy (RT) intervention in the population. RT is a field that is inherently social and experiential, depending on interaction and activity to achieve desired outcomes. The Social Learning Theory (SLT) is a framework that focuses on learning from a social and experiential perspective, and is therefore uniquely compatible with RT methods. This paper will provide a starting point for a theory-based learning approach to RT by discussing the potential utility of SLT in RT for children with neurodevelopmental disorders. Suggestions for future research are discussed.

Review

This paper presents a timely and important conceptual exploration, proposing Social Learning Theory (SLT) as a foundational framework for Recreational Therapy (RT) interventions targeting children with neurodevelopmental disorders (NDD). The authors effectively identify a significant gap in the literature: the limited application of theory-based learning approaches to RT in this vulnerable population. Given the heightened incidence of comorbidities such as obesity, emotional difficulties, and behavioral challenges in children with NDD, and the inherently social and experiential nature of RT, the proposed compatibility with SLT is logically compelling. This theoretical groundwork offers a crucial starting point for developing more structured and evidence-informed RT interventions. A key strength of this work lies in its effort to bridge theoretical constructs with practical application, providing a conceptual lens through which RT's mechanisms of action can be better understood and optimized for children with NDD. By grounding RT in SLT, which emphasizes observational learning, modeling, and self-efficacy, interventions can be designed with clear learning objectives and measurable outcomes. This integration holds significant promise for enhancing the effectiveness of RT in fostering positive behavioral changes, improving social skills, and addressing the aforementioned comorbidities by providing a structured framework for skill acquisition within engaging, recreational contexts. The paper successfully highlights the potential for SLT to provide the much-needed theoretical underpinnings for RT's unique approach to intervention. While this paper effectively lays the theoretical groundwork, its most critical contribution lies in paving the way for future empirical investigation. As a conceptual paper, its value will ultimately be realized through the rigorous testing and validation of SLT-informed RT interventions. Future research should focus on operationalizing SLT principles within specific RT activities, developing tailored intervention protocols for diverse NDD populations, and measuring the impact on relevant outcomes such as social competence, adaptive behaviors, physical activity levels, and emotional regulation. Such studies would solidify the utility of SLT as a robust framework for RT, moving beyond potential utility to demonstrated efficacy and further establishing RT as an evidence-based practice for children with neurodevelopmental disorders.

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