Abstract
This qualitative study investigated parent and organization experiences of a sensory-friendly theatre program. I will report key findings, including meaningful and capacity-building experiences of parents of children with disabilities and theatre staff. This study illustrated the potential of sensory-friendly theatre and organization-level OT consultation to promote community participation at population levels and build organizational capacity in the access realm.
Primary Author and Speaker: Caroline Umeda
Contributing Authors: Tracy Jirikowic
Children with sensory processing differences and developmental disabilities experience barriers in the built, sensory, and social environments that limit community participation (Bedell et al., 2013; Law, Petrenchik, King, & Hurley, 2007). In community cultural arts settings, increasing numbers of occupational therapists are engaging in organization-level consultation (Umeda et al., 2017) to address these barriers and support participation among these children and their families. Occupational therapists have taken on consultative roles to develop access programs, such as sensory friendly theatre, to create flexible environments that support participation. The literature base for this emerging practice realm, however, is limited. Thus, this study aimed to: 1) investigate family and organization experiences of a sensory friendly theatre program developed with organization-level occupational therapy consultation, and 2) investigate organization perspectives on sensory friendly program development and partnership with an occupational therapy consultant.
This study utilized qualitative case study methodology (Glesne, 2014) to illuminate parent and organization experiences of a sensory friendly program at a professional children’s theatre. Parent participants were audience members who attended a sensory friendly performance with their children with diverse sensory processing and developmental abilities. Organizational participants were recruited from theatre staff directly responsible for sensory friendly program development and implementation. Data were collected via in-person semi-structured interviews with nine parents and four staff. Interview transcripts were coded using an open and axial sequence, then analyzed via an inductive thematic approach. Data analysis for each stakeholder group was conducted independently.
Sensory friendly theatre as a “Deeply Meaningful Family Participation Experience” was the primary theme from parent data. Two secondary themes, the “Power of the Social Environment” and “Unique Children Need Unique Supports” described factors behind families’ positive experiences. “Inclusive but Safe Participation Experiences” illuminated parents’ desires for future community participation. “Ignited by Organizational Mission and Personal Commitment” was the primary theme from organizational data. “Pathfinding with Expert Consultation and Internal Resources,” described key program facilitators including occupational therapy consultation as crucial to program quality and success. “Challenges Worth Tackling” encompassed the high resource demands that threatened program sustainability. “Powerful Personal and Organization Impacts” described outcomes of the program development and implementation process including increased personal knowledge and confidence and organizational capacity.
Research findings support: 1) sensory friendly programs’ potential to promote meaningful cultural arts participation for children with diverse sensory processing and developmental abilities and their families, and 2) organization-level occupational therapy consultation as a promising service approach in the community cultural arts realm. Organization-level consultation within the cultural arts is strongly aligned with Vision 2025 and the profession’s priorities including development of population-level, participation-focused, community-based interventions. This study adds valuable foundational evidence to the research base for organization-level consultation in the cultural arts and provides needed guidance for future research and development of best practices in this emerging service realm.
Bedell, G., Coster, W., Law, M., Liljenquist, K., Kao, Y.-C., Teplicky, R., … Khetani, M. A. (2013). Community Participation, Supports, and Barriers of School-Age Children With and Without Disabilities. Archives of Physical Medicine and Rehabilitation, 94(2), 315–323. https://doi.org/10.1016/j.apmr.2012.09.024
Glesne, C. (2014). Becoming Qualitative Researchers: An Introduction. Pearson Education
Law, M., Petrenchik, T., King, G., & Hurley, P. (2007). Perceived Environmental Barriers to Recreational, Community, and School Participation for Children and Youth With Physical Disabilities. Archives of Physical Medicine and Rehabilitation, 88(12), 1636–1642. https://doi.org/10.1016/j.apmr.2007.07.035
Umeda, C. J., Fogelberg, D. J., Jirikowic, T., Pitonyak, J. S., Mroz, T. M., & Ideishi, R. I. (2017). Expanding the Implementation of the Americans With Disabilities Act for Populations With Intellectual and Developmental Disabilities: The Role of Organization-Level Occupational Therapy Consultation. American Journal of Occupational Therapy, 71(4), 7104090010p1-7104090010p6. https://doi.org/10.5014/ajot.2017.714001