Accessible Mindfulness-Based Intervention for Youth With Physical Disabilities: An Intervention Protocol in Recreational Therapy

Abstract

Youth with physical disabilities (YwPD) may experience mobility constraints, fatigue, psychosocial stressors, and barriers to online engagement that limit access to mindfulness-based programming within recreational therapy (RT). This article describes Adapted Learning 2 BREATHE (A-L2B), an accessible mindfulness-based RT intervention delivered synchronously in an online group format. The purpose was to present the A-L2B intervention protocol and pilot implementation findings within RT practice. Grounded in Self-Determination Theory and facilitated by a Certified Therapeutic Recreation Specialist (CTRS®) trained in Learning 2 BREATHE, A-L2B followed the Assessment, Planning, Implementation, Evaluation, and Documentation framework and incorporated planned accessibility-centered adaptations. Assessment included eligibility screening, demographic and disability characteristics, and pre- and post-intervention measures of psychosocial participation, self-regulation, anxiety, stress, social interaction anxiety, and pain-related anxiety. The intervention comprised six weekly 45- to 60-minute sessions delivered via HIPAA-compliant videoconferencing. Recruitment through 44 organizations yielded 80 expressions of interest; 17 youth enrolled, and 13 (76%) completed the program. Attendance was high (M = 88.5%), satisfaction ratings were favorable (M = 4.38/5), and adherence to independent between-session mindfulness practice was limited. Findings suggest that synchronous online delivery of an accessible mindfulness-based RT intervention is feasible and acceptable for YwPD. The A-L2B protocol provides a theoretically grounded, practice-informed framework for integrating accessibility-centered mindfulness programming into RT practice; detailed statistical outcome analyses are reported separately.