Analysis of Developmental Trends in Physical Activity, BMI and Muscles in Children and Adolescents with Mild-to-Moderate Intellectual Disability

Children and adolescents with intellectual disability (ID) exhibit a mixture of cognitive, motor, and psychosocial limitation. Identifying specific inadequacies in motor proficiency in youth with ID would improve therapeutic management to enhance functional capacity and health-related physical activity. The purpose of this study was to initiate descriptive data collection of gross motor skills of youth with ID and compare those skills with competency norms. The Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) was used to measure 6 items for balance (BAL), 5 items for upper limb coordination (ULC), and 6 items for bilateral coordination (BLC) of 123 males (ages 8–18) with ID but without Down syndrome. The authors performed 2,840 assessments (10–32 for each item); 944, 985, and 913 for BAL, ULC, and BLC, respectively. Mean scores for all age groups for BAL, ULC, and BLC were consistently below BOT-2 criteria. Overall motor skills of males with ID are below the competence expected for children and adolescents without disabilities.

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The Relationship between Physical Activity and Screen Time with the Risk of Hypertension in Children and Adolescents with Intellectual Disability

BioMed Research International ◽

10.1155/2017/1940602 ◽

2017 ◽

Vol 2017 ◽

pp. 1-8 ◽

Cited By ~ 3

Author(s):

Justyna Wyszyńska ◽

Justyna Podgórska-Bednarz ◽

Katarzyna Dereń ◽

Artur Mazur

Keyword(s):

Physical Activity ◽

Intellectual Disability ◽

Children And Adolescents ◽

Screen Time ◽

Control Group ◽

Study Group ◽

Group Score ◽

And Gender ◽

The Relationship ◽

Hypertension In Children

Introduction. Children and adolescents with intellectual disability (ID) have significantly lower levels of physical activity compared to their peers without ID. Association between the level of physical activity and screen time with hypertension (HPT) in children and adolescents with ID has not been reported yet. Aim. To assess the relationship between the level of physical activity and screen time with the prevalence of HPT in students with ID. Material and Methods. The study group consisted of 568 children with ID aged 7 to 18. The control group matched for age and gender consisted of 568 students without ID. Blood pressure (BP), body mass and height, level of physical activity, and screen time were assessed. Results. The level of physical activity in the study group was significantly lower than in the control group (score 1.99 versus 3.02, resp., in Physical Activity Questionnaire). The risk of HPT in the students with ID with low levels of physical activity was more than 4 times higher (OR = 4.40) and more than 2 times higher when screen time was ≥2 h/day. Conclusion. Low level of physical activity and long screen time were associated with significantly higher HPT risk among children and adolescents with ID.

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The feasibility of using a peer-guided model to enhance participation in community-based physical activity for youth with intellectual disability

Journal of Intellectual Disabilities ◽

10.1177/1744629511422137 ◽

2011 ◽

Vol 15 (3) ◽

pp. 209-217 ◽

Cited By ~ 13

Author(s):

Viviene A. Temple ◽

Heidi I. Stanish

Keyword(s):

Physical Activity ◽

Intellectual Disability ◽

Typically Developing ◽

Community Based ◽

Moderate Intellectual Disability ◽

Barriers To Exercise

We examined the feasibility of a using a peer-guided model to foster participation of youth with intellectual disability in community-based exercise. The intervention was designed to address personal barriers to exercise commonly faced by individuals with intellectual disability. Twenty adolescents with mild–moderate intellectual disability and 14 typically developing peers exercised in groups of two or three, 2 days per week for 15 weeks at YMCAs. Each dyad or triad provided reciprocal support during structured, individualized exercise sessions led by certified fitness trainers. Adherence to the program was high and youth with intellectual disability showed a significant reduction in personal barriers. They also felt they had learned new skills and made new friends. Typically developing youth were also positive about their experience as a volunteer. Our findings suggest that a peer-guided exercise model is useful for enhancing participation in community-based exercise.

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