Exploring the Socioemotional Benefits of an Adaptive Dance Program for Adults with Intellectual and Developmental Disabilities

Background and Purpose: Social work research plays a critical role in advancing democratic participation by ensuring equitable inclusion of marginalized communities in research and practice. Adults with intellectual and developmental disabilities (IDD) are often excluded from community-based mental health–promoting activities and underrepresented in research, limiting their influence on programs designed to support their well-being. Adaptive, arts-based interventions offer a promising pathway to foster inclusion, social connection, and emotional expression. This study examined the socioemotional impact of a community-based adaptive dance program by centering the perspectives of adults with IDD and their caregivers.

Methods: This study utilized a mixed qualitative design (QUAL+qual) within a community-based participatory research framework. A purposive sample of 13 adults with IDD (ages 25–42) enrolled in an adaptive dance program was recruited in partnership with community arts-based and disability-serving organizations. Caregivers (parents/guardians) provided additional perspectives. Data collection included semi-structured interviews, caregiver focus groups, and structured observations of classes and a culminating performance. To enhance accessibility, creative methods (e.g., drawing, emoji-based worksheets, and movement-based expression) were integrated alongside verbal interviews. Data were analyzed using a descriptive, multi-modal thematic approach integrating visual, verbal, and observational data. Participant explanations guided interpretation of non-verbal data, and coding used descriptive and in vivo techniques to identify themes and patterns of convergence and divergence. Analytic rigor was supported through triangulation, team-based coding, and an audit trail.

Results: Findings indicate multiple socioemotional benefits of participation. Participants described increased social connection, including greater confidence initiating interactions and building peer relationships. Emotional well-being improved, with the program serving as a consistent source of joy, stress relief, and expressive outlet. Participants also demonstrated increased confidence and self-efficacy, particularly through skill development and performance participation. Caregivers corroborated these outcomes, noting improvements in mood, communication, and social engagement. Observational data further supported these findings, highlighting sustained participation, peer support, and inclusive community-building, suggesting the program functioned as both a social and emotionally supportive environment.

Implications: Findings underscore the value of adaptive, arts-based programming as an inclusive mental health–promoting intervention for adults with IDD. Results highlight the importance of accessible, multi-modal research methods that center participant voice and expand opportunities for meaningful inclusion in social work research and practice. Grounded in participants’ own expressions and interpretations, this presentation highlights how individuals made meaning of the adapted dance curriculum through movement, drawings, and verbal expression.