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