FAQs

Children of all abilities are welcome! Your child does not need a diagnosis in order to benefit from Hikeabilities. They may just show some delays in skill development and need some help working on those skills. However, children with diagnoses are welcome! These diagnoses include but are not limited to: autism, ADHD, motor skills challenges, down syndrome, sensory processing differences, social-emotional challenges, executive functioning deficits.

Your child is more than welcome to join Hikeabilities if they are already receiving occupational therapy services in another setting. It is not meant to take the place of their current services but instead be a program that encourages building upon the skills that they are working on OR learning new skills geared toward the outdoors and hiking while in a group setting.

That being said, your child does not need to be receiving occupational therapy services in order to join.

The Mini Series will take place this fall 2025 and only on two dates, October 11th and October 18th. This is an introductory program. It is a great way to learn about outdoor occupational therapy and get a better sense of what the group sessions with Hikeabilities looks like. Beginning in 2026, a multi-week group program will begin, in which your child will attend sessions consistently for multiple weeks in order to build skills over time.

The following includes resources that back up the content in this website as well as research that emphasizes how the outdoors and occupational therapy are beneficial for kids.

Resources

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 72(Suppl. 2), 7412410010. https://doi.org/10.5014/ajot.2020.74S2001

Bonham-Corcoran, M., Armstrong, A., O'Briain, A., Cassidy, A., and Turner, N. (2022). "The benefits of nature-based therapy for the individual and the environment: an integrative review." Irish Journal of Occupational Therapy, 50(1), 16-27.

Chawla et al. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health Place, 28, 1-13.

Children & Nature Network. (n.d.). Research library. Retrieved June 17, 2025, from https://research.childrenandnature.org

Dettweiler, U., Becker, C., Auestad, B.H., Simon, P., Kirsch, P., (2017). Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes. International Journal of Environmental Research and Public Health, 14(5). http://dx.doi.org/10.3390/ijerph14050475

Firby, H., & Raine, R. (2022). Engaging with nature and the outdoors: A scoping review of therapeutic applications in contemporary occupational therapy. British Journal of Occupational Therapy, 85(2), 101-115.

Koch, Lauren, “The Use of Nature as a Treatment Modality in Occupational Therapy” (2019). Honors Theses. 3163.

Mitten D, Overholt JR, Haynes FI, D'Amore CC, Ady JC. Hiking: A Low-Cost, Accessible Intervention to Promote Health Benefits. Am J Lifestyle Med. 2016 Jul 9;12(4):302-310. doi: 10.1177/1559827616658229.

Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., Moore, V. M., (2020). Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review. PLOS ONE, 15(9), 1-52. http://dx.doi.org/10.1371/journal.pone.0237725

OutGrown. (n.d.). Start here: Turn the Blues Green (TTBG). Retrieved June 17, 2025, from https://www.weareoutgrown.org/start-here-ttbg

Puhakka, R., Hakoköngäs, E., (2023). Adolescents’ experiences in nature: Sources of everyday well-being. Journal of Leisure Research. https://doi.org/10.1080/00222216.2023.2204346

Sugiyama, M., Tsuchiya, K. J., Okubo, Y., Rahman, M. S., Uchiyama, S., Harada, T., Iwabuchi, T., Okumura, A., Nakayasu, C., Amma, Y., Suzuki, H., Takahashi, N., Kinsella-Kammerer, B., Nomura, Y., Itoh, H., (2023). Outdoor play as a mitigating factor in the association between screen time for young children and neurodevelopmental outcomes. JAMA Pediatrics, 177(3), 303-310. http://dx.doi.org/10.1001/jamapediatrics.2022.5356

Vogt, A.L., Zajchowski, C.A.B., Hill, E.L., (2022). A ramp that leads to nothing: Outdoor recreation experiences of children with physical disabilities during the COVID-19 pandemic. Leisure Studies, 41(5), 742-752. https://doi.org/10.1080/02614367.2022.2049629

Wensley R, Slade A (2012) Walking as a meaningful leisure occupation: the implications for occupational therapy. British Journal of Occupational Therapy. 75(2), 85-92. DOI: 10.4276/030802212X13286281651117

Where does Hikeabilities take place?

When will Hikeabilities be held?

Who would benefit from participation in Hikeabilities?

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What if my child already receives occupational therapy services?

What if my child uses a wheelchair for mobility?

Who leads Hikeabilities?

How much does Hikeabilities cost?

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Does my child need a doctor's referral for Hikabilities?

Is this only a group program or do you offer individual services?

What is the difference between the Mini Series and Group Sessions?

Do parents/caregivers need to stay at the park while the program takes place?

Are siblings allowed to participate?

What does my child need to bring to each session?

Is this program rain or shine?

What does the research say?