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The purposes of this study were to examine the effect of service learning on changes in college student attitudes toward disability and identify potential factors to improve the quality of service learning using meta-analysis. A total of 1984 potential studies were identified through 6 different databases and 14 studies met the necessary criteria for quantitative analysis. Effect sizes were estimated as Hedges' g using random effects, and heterogeneity among effect sizes was assessed with Q and I2 statistics. The overall effect size was positive but small (δ =.41, SE =.05, 95% CI [.33,.50], p < 0.05). Additionally, the results confirmed that different programs have different levels of impact on the student attitudes toward disability (Q = 25.71, p < 0.05, I2 = 45.54). Service-learning programs that were part of a course requirement, on-campus, included a lecture component, and emphasized teacher-centered goals had smaller impacts than programs that were voluntary, off-campus, did not include lecture, and emphasized the achievement of common goals. The present analysis suggests that different service-learning programs have different effects, and factors like requirement status and type of involvement may lead to greater changes in attitudes toward disability. Adapted physical activity service learning has positive, yet small, effects on college student attitudes toward disability. Service-learning practitioners should aim to increase autonomy within service learning by providing multiple choices and opportunities to college students, such as a variety of practicum types, locations, and disability populations to choose from. Service-learning practitioners should encourage the development of common goals between college students and people with disabilities and integrate shared activities that are familiar to both groups in order to promote optimal contact conditions and enhance attitude change. Programs that intend to change attitudes toward people with disabilities should incorporate strategies specifically designed to target attitude change. [ABSTRACT FROM AUTHOR]

Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion. [ABSTRACT FROM PUBLISHER]

Despite the positive influence of environmental factors on physical activity (PA) levels of children, further investigation is necessary when considering the unique characteristics of children with autism spectrum disorder (ASD). The purpose of this study was to examine the relationship between neighborhood environment factors and PA among children with ASD by examining the extent to which (a) the built environment, (b) neighborhood safety, and (c) neighborhood support contributes to PA. A secondary data analysis using the 2016 and 2017 combined dataset of the National Survey of Children's Health was used. The total sample included 14,944 children between the ages of 6–17 years; of this, a sample of 494 children had a parent‐reported diagnosis of ASD. Multivariate logistic regressions were conducted to explore the unique influences of the above three neighborhood environment factors on PA engagement. Among children with and without ASD, an association was found between feeling safe and engaging in PA, that is, the odds of engaging in PA are greater among children who were safe in their neighborhoods than children who were not in safe neighborhoods. Surprisingly, other neighborhood factors do not have a significant relationship with PA participation among children with ASD at this time. Future studies should consider how to incorporate the support of others and feeling of safety into the neighborhood along with how to improve accessibility of the built environment in order to increase PA for children with ASD. Lay Summary The results of this study showed that neighborhood factors influence physical activity (PA) among children with ASD differently compared to their peers without ASD. Children with ASD who live in safe neighborhoods are more likely to engage in PA, while other neighborhood factors, such as playgrounds and support, are not associated with an increased likelihood of engaging in PA at this time. Efforts should be made to improve neighborhood accessibility and design in order to increase PA among children with ASD. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the accuracy of spring-levered and piezoelectric pedometers for adults with and without Down syndrome (DS). Twenty adults with DS and 24 adults without a disability walked for two minute periods ona predetermined indoor course at a self-selected, slower and faster pace. Pedometer recorded and criterion observed steps were compared to determine pedometer error. There was a significant interaction between pedometer model and walking speed. Piezoelectric pedometers demonstrated significantly less measurement error than spring-levered pedometers, particularly at slower walking speeds. There were also significant differences in pedometer error between adults with and without DS. The study concludes that pedometer measurement error is significantly different for adults with DS but also that piezoelectric pedometers can be used in the future to measure walking activity for adults with and without DS. [ABSTRACT FROM AUTHOR]

This study examined the psychometric properties of the System for Observing Fitness Instruction Time (SOFIT) and the Children's Activity Rating Scale (CARS) for use with children with mental retardation (MR). Eleven children with MR were videotaped while participating in a university-based community outreach program. Actiwatch accelerometers were used as the criterion measure. Results indicated that SOFIT and CARS both demonstrated adequate levels of generalizability (Φ = 0.98 and 0.75), but a low concurrent validity coefficient for SOFIT (r = .10) and a moderate level of validity coefficient for CARS (r = .61) were observed. CARS demonstrates stronger validity evidence than SOFIT, but it is important to have sufficient rater training before using CARS for measuring physical activity level of children with MR. [ABSTRACT FROM AUTHOR]

The purpose of this study was to cross-validate skinfold and anthropometric measurements for individuals with Down syndrome (DS). Estimated body fat of 14 individuals with DS and 13 individuals without DS was compared between criterion measurement (BOP POD¨) and three prediction equations. Correlations between criterion and field-based tests for non-DS group and DS groups ranged from .81 - .94 and .11 - .54, respectively. Root-Mean-Squared-Error was employed to examine the amount of error on the field-based measurements. A MANOVA indicated significant differences in accuracy between groups for Jackson's equation and Lohman's equation. Based on the results, efforts should now be directed toward developing new equations that can assess the body composition of individuals with DS in a clinically feasible way. [ABSTRACT FROM AUTHOR]

This study examined the psychometric properties of Ulrich's (1988) Actual Physical Competence Scale for children with mental retardation. A total of 139 children with MR, 7 to 13 years of age participated. Confirmatory factor analyses indicated that a multidimensional model of skill assessment captures the motor performance of those with MR more accurately than a unidimensional model. Indices of goodness of fit for the multidimensional model were GFI = .91, RMSEA = .09, (χ2/df) = 2.15, and CFI = .93. Test-retest reliability and internal consistency for the total test battery was ICC = .91 and a = .62, respectively. When evaluating movement skills of children with mental retardation, a multidimensional model incorporating both locomotor and object control skills is recommended. [ABSTRACT FROM AUTHOR]

The purposes of this tutorial are threefold: (a) to clarify the meaning of measurement validity, (b) to provide appropriate validation procedures for use by researchers in adapted physical activity, and (c) to raise the awareness of the limitations of the traditional views on measurement validity. Several validation procedures are described with specific examples from adapted physical activity research based on traditional approaches of providing validity evidence. Conceptual and empirical limitations of the traditional validity framework are discussed. We recommend that several categories of validity evidence should be reported in research studies. We encourage practicing the unified concept of measurement validity (Messick, 1993, 1995) in adapted physical activity research and practice. [ABSTRACT FROM AUTHOR]

Background: Health-related quality of life constructs has been used to understand the multiple dimensions (i.e., physical health, psychological, environment and social relationships) that affect a person's health status. In order to improve health-related quality of life for young adults, it is important to understand the factors that influence each dimension. The purpose of this paper was to examine the influence of the presence of autism spectrum disorder and physical activity on the multiple domains of health-related quality of life for young adults. Methods: Three-hundred and twenty participants, including young adults with ASD, completed a questionnaire about their physical activity and health-related quality of life. Results: Five multiple regressions revealed that the presence of autism spectrum disorder significantly predicted overall health-related quality of life, the physical health domain, psychological domain, and the environment domain. Additionally, physical activity significantly predicted each domain and overall health-related quality of life regardless of the presence of autism spectrum disorder. Conclusion: Practitioners should recognize the limitations that individuals with autism spectrum disorder may experience regarding their health-related quality of life, and utilize physical activity as a tool for improving health-related quality of life. Implications for Rehabilitation: In order to address an individual's overall health, practitioners must consider multiple dimensions of health-related quality of life. Autism spectrum disorders influence how people perceive multiple dimensions of their health. Physical activity is a tool for improving perceptions of the multiple dimensions of health for individuals with and without autism spectrum disorders. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to examine the relationship between perceived and actual physical competence in children with mild mental retardation (MMR). Participants were 54 males and 55 females, M age = 9.47. Pearson correlation indicated no significant relationship between perceived and actual physical competence in children with MMR. When the age factor was partialed out, the resulting partial correlations revealed a significant moderate relationship between the two variables for older children with MMR. A 6 x 2 (Age x Gender) MANOVA revealed a significant interaction between age and gender on perceived physical competence. No gender difference was found in younger children, whereas in older children, males had significantly higher perceived competence than females. A possible explanation for the nonsignificant correlation between perceived and actual physical competence in younger children may be insufficient cognitive functioning for making self-evaluations [ABSTRACT FROM AUTHOR]

Despite the positive influence of environmental factors on physical activity (PA) levels of children, further investigation is necessary when considering the unique characteristics of children with autism spectrum disorder (ASD). The purpose of this study was to examine the relationship between neighborhood environment factors and PA among children with ASD by examining the extent to which (a) the built environment, (b) neighborhood safety, and (c) neighborhood support contributes to PA. A secondary data analysis using the 2016 and 2017 combined dataset of the National Survey of Children's Health was used. The total sample included 14,944 children between the ages of 6-17 years; of this, a sample of 494 children had a parent-reported diagnosis of ASD. Multivariate logistic regressions were conducted to explore the unique influences of the above three neighborhood environment factors on PA engagement. Among children with and without ASD, an association was found between feeling safe and engaging in PA, that is, the odds of engaging in PA are greater among children who were safe in their neighborhoods than children who were not in safe neighborhoods. Surprisingly, other neighborhood factors do not have a significant relationship with PA participation among children with ASD at this time. Future studies should consider how to incorporate the support of others and feeling of safety into the neighborhood along with how to improve accessibility of the built environment in order to increase PA for children with ASD. LAY SUMMARY: The results of this study showed that neighborhood factors influence physical activity (PA) among children with ASD differently compared to their peers without ASD. Children with ASD who live in safe neighborhoods are more likely to engage in PA, while other neighborhood factors, such as playgrounds and support, are not associated with an increased likelihood of engaging in PA at this time. Efforts should be made to improve neighborhood accessibility and design in order to increase PA among children with ASD., (© 2020 International Society for Autism Research and Wiley Periodicals LLC.)

The authors examined if body mass index (BMI), weight, and height across age groups differ between adults with Down syndrome (DS) and adults with intellectual disability but without DS. They conducted secondary analyses of cross-sectional data from 45,803 individuals from the United States from 2009 to 2014 of the National Core Indicators Adult Consumer Survey across five age groups: 18-29, 30-39, 40-49, 50-59, and 60+ years. For both men and women with DS, BMI and weight increased between the 18- to 29- and the 30- to 39-year age groups and decreased thereafter. For both men and women with intellectual disability, BMI and weight increased between the 18- to 29- and the 30- to 39-year age groups, stayed about the same until the 50- to 59-year age group, and decreased thereafter. Height demonstrated a small but significant decrease with older age in all groups. These cross-sectional comparisons indicate that BMI and weight may start decreasing at a younger age in adults with DS than in adults with intellectual disability.