The 24-Hour Movement Guidelines and Body Composition Among Youth Receiving Special Education Services in the United States

2021 ◽  
pp. 1-6
Author(s):  
Justin A. Haegele ◽  
Xihe Zhu ◽  
Sean Healy ◽  
Freda Patterson
Keyword(s):  
Physical Activity ◽  
Special Education ◽  
Body Weight ◽  
Screen Time ◽  
Weight Status ◽  
The United States ◽  
Special Education Services ◽  
Education Services ◽  
Body Weight Status ◽  
The Impact

Background: The purposes of this study were to examine the proportions of youth receiving special education services in the United States who individually and jointly met physical activity, screen time, and sleep duration guidelines, and to examine the impact of meeting none, one, two, and three of the guidelines on overweight and obesity. Methods: This cross-sectional analysis utilized data from the 2016 to 2017 National Survey for Children’s Health data set on 3582 youth aged 10–17 years who received special education services. The frequency of the participants’ compliance with the 24-hour movement guidelines and body weight status (based on the age- and sex-specific percentile cutoffs) were estimated. Meeting guidelines was defined as: 9–11 hours/night (5–13 y) or 8–10 hours/night (14–17 y) of sleep, ≤120 minutes per day of screen time, and ≥60 minutes per day of moderate to vigorous physical activity. A multinomial logistic regression analysis was conducted to estimate the impact of meeting none, one, two, or three guidelines on body weight status, adjusted for potential confounders. Results: Overall, 8.1% of youth met all three guidelines, 42.0% met two guidelines, 38.0% met one guideline, and 11.9% did not meet any guideline. Meeting all three guidelines was associated with an approximately 50% decreased likelihood of overweight than meeting no guideline, or sleep or screen time guidelines independently. Conclusions: This study extends the 24-hour movement framework to children receiving special education services and should prompt the continued study of its utility for understanding health disparities experienced by this population.

scholarly journals The Relationship between Obesity and Physical Activity of Children in the Spotlight of Their Parents’ Excessive Body Weight

2020 ◽  
Vol 17 (23) ◽  
pp. 8737
Author(s):  
Erik Sigmund ◽  
Dagmar Sigmundová
Keyword(s):  
Physical Activity ◽  
Body Weight ◽  
Weight Status ◽  
Leisure Time Physical Activity ◽  
Cumulative Effect ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Regular School ◽  
Body Weight Status ◽  
Prevalence Of Obesity

Background: The study reveals the relationships between daily physical activity (PA) and the prevalence of obesity in family members separated according to the participation of their offspring in organized leisure-time physical activity (OLTPA), and answers the question of whether the participation of children in OLTPA is associated with a lower prevalence of obesity in offspring with respect to parental PA and body weight level. Methods: The cross-sectional study included 1493 parent-child dyads (915/578 mother/father-child aged 4–16 years) from Czechia selected by two-stage stratified random sampling with complete data on body weight status and weekly PA gathered over a regular school week between 2013 and 2019. Results: The children who participated in OLTPA ≥ three times a week had a significantly lower (p < 0.005) prevalence of obesity than the children without participation in OLTPA (5.0% vs. 11.1%). Even in the case of overweight/obese mothers/fathers, the children with OLTPA ≥ three times a week had a significantly lower (p < 0.002) prevalence of obesity than the children without OLTPA (6.7%/4.2% vs. 14.9%/10.7%). Conclusions: The cumulative effect of regular participation in OLTPA and a child’s own PA is a stronger alleviator of children’s obesity than their parents’ risk of overweight/obesity.

scholarly journals Untrained young men have dysfunctional HDL compared with strength-trained men irrespective of body weight status

2013 ◽  
Vol 115 (7) ◽  
pp. 1043-1049 ◽  
Author(s):  
Christian K. Roberts ◽  
Michael Katiraie ◽  
Daniel M. Croymans ◽  
Otto O. Yang ◽  
Theodoros Kelesidis
Keyword(s):  
Body Weight ◽  
Fat Mass ◽  
Weight Status ◽  
Density Lipoprotein ◽  
Young Men ◽  
Metabolic Health ◽  
Redox Properties ◽  
Redox Activity ◽  
Body Weight Status ◽  
The Impact

We examined the impact of strength fitness and body weight on the redox properties of high-density lipoprotein (HDL) and associations with indices of vascular and metabolic health. Ninety young men were categorized into three groups: 1) overweight untrained (OU; n = 30; BMI 30.7 ± 2.1 kg/m2); 2) overweight trained [OT; n = 30; BMI 29.0 ± 1.9; ≥4 d/wk resistance training (RT)]; and 3) lean trained (LT; n = 30; BMI 23.7 ± 1.4; ≥4 d/wk RT). Using a novel assay on the basis of the HDL-mediated rate of oxidation of dihydrorhodamine (DOR), we determined the functional (redox) properties of HDL and examined correlations between DOR and indices of vascular and metabolic health in the cohort. DOR was significantly lower in both trained groups compared with the untrained group (LT, 1.04 ± 0.49; OT, 1.39 ± 0.57; OU, 1.80 ± 0.74; LT vs. OU P < 0.00001; OT vs. OU P = 0.02), however, DOR in the OT group was not significantly different from that of the LT group. DOR was negatively associated with HDL-cholesterol ( R = −0.64), relative strength ( R = −0.42), sex hormone-binding globulin ( R = −0.42), and testosterone ( R = −0.35) (all P ≤ 0.001); whereas DOR was positively associated with triglycerides ( R = 0.39, P = 0.002), oxidized low-density lipoprotein ( R = 0.32), body mass index ( R = 0.43), total mass ( R = 0.35), total fat mass ( R = 0.42), waist circumference ( R = 0.45), and trunk fat mass ( R = 0.42) (all P ≤ 0.001). Chronic RT is associated with improved HDL redox activity. This may contribute to the beneficial effects of RT on reducing cardiovascular disease risk, irrespective of body weight status.

Special Education Funding Reform: A Review of Impact Studies

2010 ◽  
Vol 34 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Jeff Sigafoos ◽  
Dennis Moore ◽  
Don Brown ◽  
Vanessa A. Green ◽  
Mark F. O'Reilly ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Cost Effectiveness ◽  
Outcome Measures ◽  
Additional Research ◽  
Education Funding ◽  
Special Education Services ◽  
Education Services ◽  
The Impact ◽  
Descriptive Level

AbstractVarious models for funding special education services have been described in the literature. This paper aims at moving the debate concerning special education funding reform beyond the descriptive level by reviewing studies that investigated the impact of various models for funding special education. Systematic searches were conducted of ERIC and PsycINFO to identify studies that investigated the impact, implications, or outcome of one or more special education funding models. Ten studies were identified covering five major funding models. The results showed that the funding reforms investigated in these studies each had associated benefits, but also potential detriments. However, these studies mainly involved indirect outcome measures, often failed to fully assess impact on academic achievement or cost-effectiveness. Results highlight the need for additional research on the impact of special education funding reform.

Educators' Perceptions of the Effects of Communication Disorders Upon Educational Performance

1982 ◽  
Vol 13 (4) ◽  
pp. 260-263 ◽  
Author(s):  
Clinton W. Bennett ◽  
Charles M. Runyan
Keyword(s):  
Special Education ◽  
Communication Disorders ◽  
Classroom Teachers ◽  
Educational Performance ◽  
Special Education Services ◽  
Education Services ◽  
Perceived Impact ◽  
Performance Results ◽  
The Impact ◽  
Psychosocial Competencies

Based on a recent federal clarification of "educational performance" related to PL 94–142, an appropriate interpretation of educational performance must include both academic and psychosocial competencies. Because educational performance is one of the assessment components used to determine eligibility for special education services, classroom teachers must provide information to the Eligibility Committee. Therefore, educators' perceptions of the impact of communication disorders on educational performance have important implications for the provision of special education services to communicatively impaired students. The purpose of this investigation was to evaluate educators' perceptions of the effects of communication disorders upon educational performance. Results indicated that 66% of the 282 educators responding believed that communication disorders have an adverse effect on educational performance. The perceived impact of specific communication disorders on educational performance is also presented.

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