An example of peer modeling using pedometry in high-school aged students with ID in Taiwan.

Walking is the most common physical activity in individuals with intellectual disability (ID; Stanish, Temple, & Frey, (2006). ; however, lack of motivation and lower cognitive level, it limits its exercise benefits while walking. Peer-modeling is considered as an effective strategy which may encourage exercise participation among adolescents with ID (Vashdi, Hutzler, & Roth, 2008).

In Taiwan, I evaluated the efficacy of the walking intervention program using peel-modeling approach for a total of 16 high-school aged students with ID. In 2012, the pedometry used in  a 30-min walking exercise for 11 weeks during an after-school program to see whether peer-modeling (n = 8 ) and walk alone group (n = 8) on 30-min step counts is more effective. 

The findings of this proposed walking sessions was shown below. In general, the peer modeling group averaged 3,430 ± 111 step counts compared to the control group, 2,831 ± 189 step counts over week1, week7 and week11. The 30-min step counts of peer-modeling group appeared increased over time from 3125, 3532, to 3614 steps while that of the walk-alone group gradually decreased from 2953, 2748, to 2684 steps, when controlling for BMI and stride length.  

Lately, I used Beet and Pitetti's (2011) findings to evaluate the moderate-to-vigorous physical activity (MVPA) for individuals with an ID in my study. The peer modeling group in W7 & W11 achieved MVPA, when referring to the height- and age-specific steps/min ranged from 135 steps/min to 112 steps/min recommend by Beet and Pitetti's (2011) study.  

To conclude, the efficacy of peer-modeling intervention of the walking program on 30-min step counts for high-school students with ID was effective. The findings suggest that the use of peer modeling as a strategy may be infused into a physical exercise program to facilitate exercise adherence. 

 

(An example using peer-modeling approach among students with autism spectrum disorders in health promotion.) 

References

Beets, M. W., & Pitetti, K. H. (2011). Using pedometers to measure moderate-to-vigorous physical activity for youth with an intellectual disability. Disability and Health Journal, 4(1), 46-51. 

Stanish, H. I., Temple, V. A., & Frey, G. C. (2006). Health-promoting physical activity of adults with mental retardation. Mental Retardation and Developmental Disabilities Research Reviews, 12(1), 13-21.  

Vashdi, E., Hutzler, Y., & Roth, D. (2008). Compliance of children with moderate to severe intellectual disability to treadmill walking: a pilot study. Journal of Intellectual Disability Research, 52(5), 371-379. doi: 10.1111/j.1365-2788.2007.01034.x

Use of a Peer Modeling in Health Promotion

Peer-modeling is considered as an effective strategy which may encourage exercise participation among individuals with ID (Stanish & Temple, 2012). In addition, the improved exercise engagement is associated with the degree of self-efficacy in sport-related activities (Hutzler & Korsensky, 2010). For parents and teachers, we cannot neglect the effect of peer-modeling which facilitates observational learning as proposed by Social Cognitive Theory. A recent study by Stanish and Temple (2012) supports this perspective that peer partner provided a reciprocal support and improved the exercise participation. 

Another example (see: Peer modeling in students with autism) is attached to present the effect of peer modeling in school.  

When we plan an exercise program, to build up a network of workout buddy may be needed, particularly for individuals with ID. In Texas Woman’s University, the Adapted Physical Activity Lab offers volunteer opportunities for college students to provide assistance for the motor & aquatic activities.

If you are interested in volunteering, you should email me at CPan@twu.edu   

  

References

Hutzler, Y., & Korsensky, O. (2010). Motivational correlates of physical activity in persons with an intellectual disability: A systematic literature review. Journal of Intellectual Disability Research, 54(9), 767-786.        

Stanish, H. I., & Temple, V. A. (2012). Efficacy of a peer-guided exercise programme for adolescents with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 25(4), 319-328. doi: 10.1111/j.1468-3148.2011.00668.x

Instructional Strategies in Nutrition Curriculum

A healthy lifestyle encompasses multiple levels from the perception of nutrition, attitude of health, and to practice of health habits. Nutrition curriculum, such as diet selection, meal time planning and so forth, is an important issue for a basic preparation level of leading to health and wellness life. Use of proactive instructional strategies is considered as an important means of teaching health eating behavior delivery for students with cognitive or physical limitation. According to Simpson, Swicegood, and Gaus, (2006), guideline principles taken into consideration include the following:

* Modeling and increased guidance.

"Thinking aloud" may help students with intellectual disabilities (ID) to appropriately choose good food and to avoid excessive intake. A guided demonstration also facilitates more positive learning outcomes students with ID. 

*Scaffolded experiences. 

Explicit guidance regarding clear feedback, multiple prompts based on students' present level will foster learning step by step. To lead the discussion for students definitely makes students with ID to clarify their confusion. This may develop self-monitoring skills.

*Gradual move from the concrete and familiar to the abstract and symbolic.

In an early stage of nutrition classes, teachers focus more on concrete examples (e.g., health eating habits) to link to learning of life experiences. When achieved so, the abstract and symbolic learning such as "divergent and/or convergent learning styles" may be blended into group discussion for gaining more understanding of the reasons health eating habits are important for themselves.  

*Model choice-making techniques

To provide simple self-monitoring skill helps to make consequences of behaviors appropriate. For example, the "STOP AND THINK" strategy as a self-question approach is recommended in teaching NE.  

*Set clear, specific goals

The goal must be attainable, manageable and reachable for students with ID. For example, Roger will lose 20 pounds over an 8-week period, using aerobic and resistance training 3 times per day, 60 mins per session. 

*Design a program for generalization.

Use of a field trip (e.g., visit Wal-Mart) to practice the appropriate food choices may help students in their real situation when grocery shopping with their parents. Thus, a generalization of a nutrition program may be promoted to see how students with ID to make their decision through the practical food options.   

To conclude, we propose some effective strategies in terms of modeling, scaffolding, self-monitoring, and goal setting that are integrated into a nutrition curriculum to expect a better quality of instructions to prevent obesity on students with ID.  

(Program keeps adults with disabilities on healthy track)

References

Simpson, C. G., Swicegood, P. R., & Gaus, M. D. (2006). Nutrition and fitmess curriculum: Designing instructional interventions for children with developmental disabilities. Teaching Exceptional Children, 38(6), 50-53.