Effects of a Community-Based Familiarization Intervention on Independent Performance of Resistance-Training Exercise Tasks by Adults With Intellectual Disability

被引：8
作者：
Obrusnikova, Iva [1 ]
Cavalier, Albert R. [1 ]
Novak, Haley M. [1 ]
Blair-McKinsey, Ashleigh E. [1 ]
Suminski, Rick R. [1 ]
机构：
[1] Univ Delaware, Newark, DE 19713 USA
来源：
INTELLECTUAL AND DEVELOPMENTAL DISABILITIES | 2021年 / 59卷 / 03期
关键词：
exercise performance; intellectual disability; prompting; video-based instruction; resistance training; LEAST PROMPTS; PHYSICAL-ACTIVITY; ACTIVITY SCHEDULE; 6-MINUTE WALK; FITNESS; SYSTEM; ACCESSIBILITY; INDIVIDUALS; ENVIRONMENT; VALIDATION;
D O I：
10.1352/1934-9556-59.3.239
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Adults with intellectual disability (ID) have significantly lower levels of fitness compared to the general population. The study examined the effects of a multicomponent familiarization intervention, consisting of a visual activity schedule and a video-enhanced system of least-to-most prompting, both displayed via an iPad, on the acquisition of resistance-training exercise tasks by adults with ID, aged 18-44 years, in a community fitness center. Twelve participants were randomly allocated to an experimental group (EG) and 12 to an active control group (CG). ANOVA revealed EG correctly and independently performed a significantly greater number of steps of four resistance-training exercise tasks compared with CG, relative to preintervention levels (p < .01). The intervention was effective in promoting functional performance of resistance-training exercise tasks among adults with ID.
引用
收藏
页码：239 / 255
页数：17
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