The National Camp Evaluation Project.

A national study on the effects of specialized camps

Participation in outdoor programs is a traditional and well established aspect of recreation and leisure for children, youth, and adults in our country. Experts agree that outdoor experiences are just as important for people with disabilities as they are for people without disabilities. For a number of years, practicing professionals representing the fields of therapeutic recreation, camp, mental health, special education, adaptive physical education, and environmental education have been actively involved in various aspects of outdoor programming for persons with disabilities. These people report that organized outdoor programs are beneficial and have a unique potential to produce positive changes in people of different ages and types of disabilities (leisure time skills, social skills, self-esteem, self-confidence, motivation, initiative, and independence).

The National Camp Evaluation Project, a three-year research study (1993-1996) conducted by the Institute for Career and Leisure Development and funded by the U.S. Department of Education, Office of Special Education Programs, recently determined the effects of residential camp programs on the performance of campers with disabilities.

The NCEP focused on measuring campers' affective (social/emotional) and outdoor recreation skill dimensions, such as level of independence, by using both validated instruments and quantitative and qualitative measures.

Camper population

A total of 2,184 male and female campers representing all major disability groups were included in the study, including 73 case study subjects representing campers from each of the 15 camps. The majority of campers participating in the study were mildly to severely disabled and ranged in age from 7 to 21. Approximately 94 percent of the camper population was comprised of persons with an intellectual, physical, or sensory impairment.

Procedure

The NCEP employed a comprehensive approach to measure camper performance nationwide in camps that specialize in serving campers with disabilities. Researchers included both quantitative (rating scales) and qualitative (case studies) measures to determine the affective and recreation skill dimensions of camper achievement. The first phase of the project, conducted in Oregon during 1993 and 1994, refined and further validated the following instruments: Affective Behavior Scale for the Disabled, Outdoor Skills Inventory, and Outdoor Case Study Method. In the second phase of the project, researchers tested camps in 14 states during 1994 and 1995, using the validated instruments to collect data on 2,184 campers attending 15 residential summer camps.

Participating campers typically attended a one-week summer residential camp session, and were enrolled in special education programs during the school year. Seventy-three campers were also recruited for case study research as part of phase two. Parents used the ABSD to evaluate their children before and after attending camp; counselors used the OSI to evaluate campers at the beginning and end of the camp session; and on-site research assistants used the OCSM to record observations of campers during the session and to conduct interviews with counselors and parents at the close of camp.

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Major research questions and results

What were the effects of residential camp?

Judged by parents

Parents rated their children on the ABSD, an instrument that focuses on affective behaviors and covers the areas of social, communication, domestic responsibility, independence, self-esteem, and recreation interest. Before camp, parents completed a pre-ABSD on their children; after camp, they completed a post-ABSD on their children. Researchers then compared the pre and post scores to determine if camper growth had occurred in any areas of the ABSD.

Significant camper growth was found between the pre and post ABSD scores in the areas of social, communication, domestic responsibility, independence, and self-esteem.

Judged by counselors

Counselors rated camper achievement on the OSI, an instrument focusing on recreational/living skills with 12 subscales covering the areas of personal/social, self-help, nature/environmental, overnight camping, fitness/hiking, boating, swimming, fishing, music/drama/crafts, equestrian, ropes/challenge, and sports/games.

Comparisons of OSIs given before and after the camp sessions were conducted for only the personal/social and self-help subscales. These two scales were judged appropriate for obtaining pre-post growth data on campers. The pre and post scores were statistically compared to determine if camper growth had occurred in either of the two subscales. For the other 10 subscales, only post-test scores were obtained.

Significant camper growth was found between the pre to post OSI scores in the personal/social and self-help areas as judged by their counselors. Also, campers' achievement levels (average post-test scores) were relatively high on most of the OSI scales.

What did the Outdoor Case Study Method reveal?

Project research assistants completed in-depth case studies that included on-site observations of approximately five campers and interviews of their counselors and parents at each of the 15 camps. The research assistants observed campers' levels of affect (enjoyment, motivation, etc.) and skill (independence). They interviewed counselors at the end of the camp session and parents following the camp session. During the interviews, counselors and parents indicated whether the campers' performance improved, stayed the same, or decreased, and also described the changes they observed.

On-site observations of campers indicated that they displayed high levels of enjoyment and participation, and relatively high levels of skill in the majority of outdoor recreational/living activities. Counselor and parent interviews indicated that the major outcomes of the camp experience were increased independence, skills, social interactions, communication, and self-esteem.

Discussion and recommendations

Many findings emerged from this study, but it is important to focus primarily on how the residential camp programs affected the campers. The use of both quantitative (ABSD and OSI) and qualitative (OCSM) measures revealed that campers made notable achievements in affective and recreational/living skills as judged by impartial observers, counselors, and parents.

* Nationwide, campers of varying ages, disabilities, and levels of functioning demonstrated high levels of enjoyment and participation in most activities, and were affected positively by the camping experience.

* Campers with even more severe disabilities were able to perform recreation skills at relatively high levels of independence.

* The positive gains campers made in various areas of personal development (i.e., communication, independence, and self-esteem) in the camp setting also carried over to the home and community setting.

* The combined results of all measures reveals that increased independence (or self-reliance) was the predominant outcome for the campers.

In total, these results confirm the power of the outdoor environment and, particularly, one-week residential camp programs in contributing to growth and development of people with disabilities.(4)

References

Brannan, S. (1991). Training and Research: Implications for Outdoor Education/Recreation and the Handicapped. In G. Latz & L. Kominz (Eds.), Proceedings of the Second Annual Portland State University/Hokkaido University Faculty Research Symposium. Portland, OR: Portland State University, International Trade Institute.

Brannan, S., Rillo, T., Smith, T., & Roland, C. (1984). Current Issues in Camping and Outdoor Education with Persons Who Are Disabled. In G. Robb & P. Hamilton (Eds.), The Bradford Papers Volume IV. Bloomington, IN: Indiana University.

Cassidy, A. (1982). Outdoor Education for the Handicapped Project: an Overview. Washington, D.C.: The National Institute of Education. (ERIC Reprod. Serv. # 223 401)

Compton, D. M. (1984). Research Priorities in Recreation for Special Populations. Therapeutic Recreation Journal, 8(1), 9-17.

Dattilo, J. (1987). Recreation and Leisure Literature for Individuals with Mental Retardation: Implications for Outdoor Recreation. Therapeutic Recreation Journal, 9-17.

Ewert, A. (1988). Research in Outdoor Adventure: Overview and Analysis. In G. Robb (Ed.), The Bradford Papers Annual, Volume II. Bloomington, lN: Indiana University.

Howe, C. E. (1984). Leisure Assessment Instrumentation in Therapeutic Recreation. Therapeutic Recreation Journal, 18(2), 14-24.

Iso-Ahola, S. (1988). Research in Therapeutic Recreation. Therapeutic Recreation Journal 22(1), 7-13.

Nesbitt, J., Hansen, C, Bates, B., & Neal, L. (Eds.). (1972). Training Needs and Strategies in Camping for the Handicapped. Eugene, OR: University of Oregon, Center for Leisure Studies.

Robb, G., & Ewert, A. (1987). Risk Recreation and Persons with Disabilities. Therapeutic Recreation Journal, 21(1), 59-69.

Robb, G., Havens, M., & Witman, J. (1983). Special Education: Naturally. Bloomington, IN: Indiana University.

Schleien. S, & Yermakoff, N. (1983). Data-based Research in Therapeutic Recreation: State-of-the-art. Therapeutic Recreation Journal 17(4), 17-26.

Witt, P. (1988). Therapeutic Recreation Research: Past, Present and Future. Therapeutic Recreation Journal, 22 (1), 14-23.

The Participating Camps; Bradford Woods, Ind.; Camp ASCCA, Ale.; Camp C.A.M.P, Texas; Camp Courageous, Iowa; Camp Easter Seal-West, Wash.; Camp Greentop, Md.; Camp Harmon, Calif; Camp Thunderbird, Fla.; Clemson Outdoor Laboratory, S, C.; Easter Seal Camp-Lake Bloomington, Ill.; Easter Seal Camp, N.M.; Enchanted Hills Camp, Calif.; Hemlocks Recreation Center, Conn.; Mt. Hood Kiwanis Camp, Ore.; Wisconsin Lions Camp, Wis.

Additional project reports are available on the Internet from Bradford Woods' Web site at http://www.indiana.edu/~bradwood/ncep.

Steve Brannan, Ed.D. is professor emeritus, special education dept., Portland State Univ.

Joel Arick, Ph.D. is professor and head, special education dept., Portland State Univ.

Ann Fullerton, Ph.D. is assistant professor, special education dept., Portland State Univ.

All authors are professional researchers and consultants for the ICLD.