Adapted Exam 1 Material

For people with disabilities, moderate levels of physical activity can...

-improve acceptance of disability, -provide a more independent attitude, -reduce suicidal tendencies, -improve self-esteem, -decrease development of secondary conditions, and -increase functional independence.

Barriers to physical activity for people with disabilities include...

-intrinsic barriers (e.g., motivation, interest), -resource barriers (e.g., expenses, transportation), and -architectural/structural barriers (e.g., access to facilities and knowledgeable instructors).

Skill-Related Physical Fitness

1. Agility 2. Speed *3. Balance* 4. Reaction time 5. Power 6. Coordination

Health-Related Physical Fitness

1. Body composition 2. Flexibility/ROM 3. Muscular endurance 4. Muscular strength 5. Cardiovascular endurance Focus on this more with individuals with disabilities

Air Temperature When in the Water

4 degrees higher than water temperature

Water Temperature

86 - 90 degrees

Portfolios

A collection of representative student work and/or performance May include videos, test results (standardized and alternative), peer evaluations, journals, physical activity logs, pictures, etc. Strength: multiple assessments on multiple occasions

What Adapted Aquatics is not

A related service Aquatherapy, hydrotherapy, or aquatic therapy

Physical Fitness and Health

Acceptable levels of aerobic capacity are associated with a reduced risk (in adults) of hypertension, coronary heart disease, obesity, diabetes, some forms of cancer, and other health problems. Obesity has been associated with diabetes, coronary heart disease, high blood pressure, arthritis, and some forms of cancer. Obesity has also been linked to higher rates of all-cause mortality and to increased risk factors for heart disease in children. Logical relations exist between musculoskeletal functioning and health. Certain levels of strength, endurance, and flexibility are necessary to perform important activities of daily living. With few exceptions, research that has compared the fitness performance of people with and without disabilities has found that the fitness levels of people with disabilities generally is below that of their peers without disabilities. This suggests that people with disabilities have greater fitness-related health risks.

APA

Adapted Physical Activity -life span -birth to death The umbrella term -APE would be under this It is now going out everywhere and can now get a degree in it

APE

Adapted Physical Education -physical education in a school setting -adapted for children with disabilities Adapt Modify Accomodate

Adapted Physical Education

Adapted physical education is an individualized program of

What the Instructor May Need to Do in Aquatics

Adjust the swimmer's body position by adding flotation or light weights Change the propulsive action of the arms or legs Adapt the breathing pattern

Physical Activity Recommendations for Fitness

Aerobic functioning -Adolescents need 3 to 5 days per week at 64% to 93% of maximum heart rate for 20 to 60 minutes per day. -Children need less intensity but more frequency and time.

Decreasing Fear of Water in Reluctant Participants

Allow reluctant participants extra time for water-acclimation activities Use patience without pampering Gently guide; don't force Explain everything in a calm, quiet, matter-of-fact voice Teach in shallow water Use noncompetitive activities Provide a mask or goggles if water in the eyes is an issue Provide redirection of crying or anxious behaviors by using a colorful piece of equipment or discussion of the swimmer's favorite food Use the swimmer's name frequently Smile and praise small steps in the progression of water adjustment

Examples of Accommodations for Competitive Swimming (from USA Swimming, 2013)

Allow the swimmer to start in the water Allow the swimmer's assistant on the deck to assist at the start Use a visual starting system, such as a strobe light or hand signals, for deaf and hard-of-hearing participants Be lenient in the time it takes to get into starting positions Modify starting positions on blocks, deck, or gutter Use tappers for swimmers with visual impairment (assistants who hold a pole with a soft tip to tap the swimmer at turns and finishes) Use physical touch to signal a relay swimmer when teammate has touched the wall Don't judge a part of the body that is absent or not used as part of a legal or illegal stroke technique Relay swimmers stay in the water if they cannot exit independently

ADA

Americans with Disabilities Act - 1990

Physical Activity Recommendations for Flexibility and Range of Motion

At least three exercise sessions should be done each week; each stretch should be held for 15 to 60 seconds and repeated three to five times per session. Intensity is a function of perceived mild discomfort during the stretch. Stretching generally is more effective after the muscle tissue is warm. When making adjustments for youngsters with disabilities, passive and active-assisted stretching might be used to complement active stretching. Increased frequency (up to two to three times daily) and durations (stretches that last 10 minutes or more) might be necessary for those with physical disabilities, including cerebral palsy.

Functional ADLs

Base fitness goals on function activities of daily living

Education Practices Before Federal Legislation

Children denied and education Lack of due process Use of mental age to deny instruction Education paid by parents or guardians Evaluation occurred once in a child's school career Emphasis on labels rather than needs Discriminatory testing

Testing Approaches

Common assessment strategies -standard (formal) approaches -alternative/authentic (informal) approaches

Non-Referenced Standards

Comparisons are made with others from a specifically defined group (e.g., age, sex, disability) Norms are usually developed by testing large numbers, and results are tabulated Percentiles, T-scores, and z-scores used Formal Standardized President's challenge physical fitness test

Criterion-Referenced Standards

Comparisons are made with predetermined mastery scores (minimally acceptable scores for a particular purpose) Criteria are determined by expert opinion, research data, logic, experience, and so on -an individual performance score is compared to Healthy Fitness Zone criterion standard Formal Standardized Fitness gram (Brockport)

Physical Activity

Defined as any bodily movement produced by skeletal muscle resulting in a substantial increase in resting energy expenditure. Categories include exercise, sport, training, play, dance, work, and domestic chores. Patterns of physical activity are arranged by changing frequency, intensity, and time (duration).

Physical Fitness

Defined as the ability to carry out tasks with vigor and alertness, without undue fatigue, and with ample energy to enjoy leisure-time pursuits and to meet unforeseen emergencies. Categories include skill-related fitness and health-related fitness. Components of skill-related fitness include power, speed, agility, balance, coordination, and reaction time. Health-related fitness refers to those components of fitness that are affected by habitual physical activity and relate to health status. Health-related fitness is defined as a state characterized by (a) an ability to perform and sustain daily activities and (b) demonstration of traits or capacities associated with a low risk of premature development of diseases and conditions related to movement.

Determination of Unique Need

Delayed motor development Low motor skill performance Poor health-related physical fitness Other factors: -behavior -communication -need for adapted physical education -need for safe participation -medical condition or disability -potential for intramural and interscholastic athletic experiences

Physical Activity Recommendations for Muscular Strength and Endurance

Do at least one set of 8 to 10 exercises at least twice per week (with at least one day of rest between sessions). Do 8 to 12 reps per set for strength. Do 15 to 25 reps per set for endurance. Intensity is a function of the amount of resistance that is overcome within the reps or is expressed through RPE. Generally, few adjustments are necessary for young people with disabilities. However, amount of resistance (intensity) often will be lower. Some might benefit from a reduction in the number of exercises. Consult a physician for those with medical conditions.

Least Restrictive Environment

Education in the least restrictive environment (LRE) means that individuals with disabilities are educated with individuals who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular [general] physical education environment occurs only when the nature of the child's disability is such that education in regular [general] classes with the use of supplementary aids and services cannot be achieved satisfactorily (OSE/RS, 2006) Individual

Prerequisites for Appropriate Benefits Under Section 504

Equally effective services Services in as normal integrated settings as possible

Implications of the Americans with Disabilities Act of 1990

Extends civil rights to all areas of American life Requires that community recreational facilities be accessible Requires reasonable accommodations Links skill learned in school with community-based recreation

What is Brockport Physical Fitness Test?

Fitness gram test only modified for people with disabilities

Patterns of Physical Activity

Frequency, intensity, and time of various types of activity can be manipulated to yield gains in physical fitness. Frequency = how often (e.g., days/week) Intensity = how hard (e.g., heart rate, RPE, resistance, perceived discomfort) Time = how long (e.g., minutes/session)

Adjustments for Youngsters with Disabilities in Aerobic Functioning

Frequency: No change unless disability can be exacerbated by regular activity. Intensity: Reduce as a function of fitness level and adjust target heart rate zone for arms-only activity and for quadriplegia. Time: Accumulate more intermittent activity or reduce total time, if necessary.

Standardized Versus Alternative

Generally use both appraches in APE Give preference to standardized for unique need questions -IDEA requires valid, relialbe, objective, and nondiscriminatory Give preference to alternatives when devising instructional strategies -assessment is curriculum embedded

504 Plan

Generally used with children in schools that do not necessarily have a disability -diabetes -asthma Sometimes it is not academic -it is how the school will help the student deal with their chronic problem during the school year

Health

Health is a human condition with physical, social, and psychological dimensions, each characterized on a continuum with positive and negative poles. Positive health is associated with the capacity to enjoy life and withstand challenges; positive health is not merely the absence of disease. Negative health is associated with morbidity and, in the extreme, premature mortality. Categories include physiological health (the organic well-being of the person) and functional health (the capability of the person to perform important daily activities).

Laws

IDEA Section 504 of the Rehabilitation Act Olympic and Amateur Sports Act Americans with Disabilities Act (based on civil rights)

Checklist

Identify presence or absence of behavior or skill Do not indicate the quality of behavior Are helpful when using task-analytic or ecological approaches Use with a specific skill or series of skills

Psychosocial Benefits of Adapted Aquatics

Improves self-awareness Boosts morale Improves independence Provides motivation to improve physical fitness

Physical Education

In the Individuals with Disabilities Education Act (IDEA), the term physical education refers to the development of the following -physical and motor fitness -fundamental motor skills and patterns -skills in aquatics, dance, individual and group games, and sports (including intramural and lifetime sports) Kids with disabilities need to get an equal amount to the kids without disabilities (can have more than kids without disabilities, but never less)

The laws do not include the word ____________, but they are designed to create _______________.

Inclusion; inclusion

Physical Benefits of Adapted Aquatics

Increases muscle strength and endurance Improves ROM Improves breath control Improves postural control Improves overall health-related fitness

Program Evaluation

Increasingly important to demonstrate that an instructional program is good, not merely claim it is good Requires that program goals be clearly articulated Program goal should include a criterion (of all students will engage in at least 30 minutes of moderate-level physical activity at least 4 days per week) Student data are aggregated to evaluate the program goal

Key Components to APE

Individualized Long-term Active Meets unique needs

Plans Associated with APE

Individualized education program (IEP) Individualized family service plan (IFSP) 504 Plan Individualized physical education program (IPEP)

The Brockport Physical Fitness Test is compatible for individuals with what types of disabilities?

Intellectually disabled Visual impairments/blindness Spinal cord injuries Cerebral palsy Congenital anomalies Amputations

Organizations Involved with Adapted Water Sport or Swimming Competition

International Paralympic Committee USA Swimming US Paralympics Deaflympics Special Olympics Dwarf Athletic Association of America United States Association of Blind Athletes American Canoe Association International Foundation for Disabled Sailing US Sailing Association FISA Adaptive Rowing Commission US Rowing Handicapped Scuba Association International International Association for Handicapped Divers

Physical Education must be what?

It must be made available and it should be specially designed, if necessary.

What is the activity level of people with disabilities?

Lower than the average population because their activity level depends on their primary care-giver's activity level (if they will take them out to be active) adults with disabilities generally are less active than adults without disabilities.

Task Analysis

Many types exist, but all involve breaking skills down into smaller, perhaps sequentially ordered, steps or focal points When used as an assessment instrument, missing components are identified, and a strategy for teaching is revealed It can be expanded for use in ecological assessment (including functional and top-down approaches)

Free Appropriate Public Education

Means that special education and related services are provided at public expense under public supervision and direction, and without charge Must meet the standards of the state educational agency Includes an appropriate preschool, elementary, or secondary school education in the state involved Provide in conformity with an IEP

What Adapted Aquatics is

Modifications to the aquatic environment, skills, facilities, equipment, and instructional strategies Educational and recreational uses of aquatics

ADA New Standards (ATBCB, 2004)

Newly designed, newly constructed, or significantly altered pools must have at least two means of access if they have over 300 linear ft. (91m) of pool wall or they are not a pool where access is limited to one place (e.g., lazy river pool at a water park) Primary means of access: -lift or sloped entry Secondary means of access: -lift -sloped entry -transfer wall -transfer system -pool stairs that meet ADA code

Adapted physical education goals: fitness or activity?

Option 1: strive to attain guidelines for improving health-related fitness -functional independence may be at stake Option 2: strive to attain the HHS guidelines for physical activity -may be more easily attained by some students -may be more easily measured by teachers

People First Language

People are not conditions -it does not define who they are

Physical Activity and Health-Related Physical Fitness

People with and without disabilities can improve their fitness through physical activity. An important first step is to personalize fitness by asking the question, "Fitness for what purpose?" Consider which components to target. Which tests and standards will you use to monitor?

Peabody Developmental Motor Scales

Purpose: to assess the fine and gross motor development of children (birth-5 years) Description: 249 test items (mostly developmental milestones) arranged across six categories and age levels Scoring: gross motor quotient, fine motor quotient, and total motor quotient Comment: normative data available

Brockport Physical Fitness Test

Purpose: to assess the health-related fitness of young people (aged 10-17) with certain disabilities Description: typically 4 to 6 test items selected from 27 possibilities based on a personalized approach Scoring: test scores compared with criterion-referenced standards based on gender, age, and in some cases, disability Comment: closely related to FitnessGram and supported by computer software

Sport Skills Program Guides

Purpose: to assist in the assessment and instruction of sport skills for people with disabilities (aged 8 and beyond) Description: task-analyzed assessments available for 29 sports Scoring: focal points checked off as athletes demonstrate correct techniques Comment: used by Special Olympics; strong authentically but no validity or reliability reported

ActivityGram

Purpose: to record, analyze, and save student physical activity data and produce reports based on the data Description: computer program prompts students to recall previous day's physical activity in 30-minute time blocks Scoring: total number of minutes of at least moderate level of activity for previous 3 days Comment: good utility for students with disabilities (but they may need help recalling or entering data)

Test of Gross Motor Develpment

Purpose: to test fundamental movement patterns in preschool and early elementary children with emphasis on process rather than product of performance Description: 12 patterns tested within locomotor and object-control subtests Scoring: based on focal points listed for each pattern Comment: criterion-based scores compared with norm-referenced standards

Physical Activity and Health

Regular activity can reduce the risk of premature mortality and the risk of acquiring coronary heart disease, hypertension, colon cancer, and diabetes. Health benefits occur for children, adolescents, and people with disabilities. HHS recommendation for children and adolescents calls for at least 60 minutes of physical activity daily. Most of that activity should be at the moderate to vigorous level (some should be vigorous) and includes aerobic and muscle- and bone-strengthening activities.

Highlights of the Individuals with Disabilities Education Act (IDEA)

Require: -a right to a free and appropriate education -that physical education be made available to children with disabilities -equal opportunity for nonacademic and extracurricular services and activities -an individualized program designed to meet the unique needs of children with disabilities -programs conducted in the least restrictive environment -nondiscriminatory testing and objective criteria for placement -due process -related services to assist in special education

Why Assess?

Screening Present level of performance (IEP) Instructional Content (goals and objectives) Placement (regular vs. adapted PE) Student progress/evaluation Program evaluation Mandated by LAW!! (IDEA)

Section 504 of the Rehabilitation Act

Section 504 of the Rehabilitation Act provides that no otherwise qualified individual with a disability, solely by reason of that disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance (Workforce Investment Act of 1998).

Professional Organizations

Society of Health and Physical Educators (SHAPE America) National Consortium for Physical Education for Individuals with Disabilities (NCPEID) International Federation for Adapted Physical Activity (IFAPA)

Special Education

Specially designed instruction at no cost to parents or guardians to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, in other settings, and in physical education (OSE/RS, 2006). Includes physical education -physical education for special education

Alternative Approaches

Strong assessment—instruction link Often teacher constructed (e.g., rubrics) for specific situations or physical education content Strong authentically but weak psychometrically (often rely on subjective evaluation) Examples: checklists, rubrics, task analyses, and portfolios

Rubric

Student performance is matched to one of multiple levels of a skill via a set of criteria Students know where they stand and what needs to be done for improvement Quantitative and qualitative analytic rating scales are examples

Adapted Aquatics Includes

Swim strokes and other aquatic skills Competitive swimming Small craft Water aerobics and fitness Other water-based instructional and recreational activities

Related Services

The term related services refers to transportation and such developmental, corrective, and other supportive services required to assist a child with a disability to benefit from special education. Related services include speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation (including therapeutic recreation), early identification and assessment of disabilities in children, counseling services (including rehabilitation counseling), orientation and mobility services, and medical services for diagnostic and evaluation purposes Also includes school heath services, social work services in schools, and parent counseling and training.

Inclusion

They want people with disabilities to be included within society -it is not for everyone -it should be individualized Refers to education students with and without disabilities within the same environment. -a powerful education movement rather than a legal mandate -based on the belief that a separate education is not an equal education Can refer to a program that is recreational

LRE and Inclusion

Total inclusion differs from the least restrictive environment approach in that the LRE concept allows placements that are not in a general educational environment Both LRE and inclusion recognize the importance of support services for successful implementation in general education settings

Inclusion Tips for Aquatics

Use an alternative activity to one that might be inappropriate (e.g., jump vs. dive) Have teaching assistant repeat directions or provide physical support Use a temporarily segregated program Peers who are trained as water safety aids or assistants can be helpful in providing specific assistance

Standardized Approaches

Usually published tests Specific directions and conditions for test administration Usually known validity and reliability Standards provide to make judgments about student test performance Generalized standards may

Physical Activity Recommendations for Body Composition

Weight-loss goals generally can be achieved by following aerobic functioning guidelines. When weight loss is a higher priority than aerobic functioning, the recommendation is 60+ minutes per day of moderate activity conducted 5 to 7 days per week. Expending 1,000 kcals per week is another goal option. Adjustments for youngsters with disabilities are similar to those adjustments made for aerobic functioning. Obesity is often a problem for people with disabilities largely caused by inactivity. Activity programs might need to be coordinated with the home to achieve frequency and time guidelines and to monitor diet.

Important Considerations in Adapting Strokes

What are the physical constraints of the disability? What is the most efficient way to propel through the water, given the constraints? What movements will cause of diminish pain or injury? What adaptations can be made that will make the stroke or skill as much like the non-adapted version as possible? What equipment is available to facilitate the skill? What is the reason the swimmer wants to learn this skill (competition, relaxation)?

Condition: Contracture

What is it? -A permanent shortening of muscle, tendon, or ligament. Most typically found in ankle, knee, hips, elbow, and wrist joints. May be common in persons with cerebral palsy or stroke. How to prevent it? -Stretching and range of motion can reduce the prevalence. Administered assistance? -Be familiar with the location and severity of the contracture. Do no force the affected limb(s) through range of motion. Choice of suitable exercise and equipment options will optimize workout and comfort.

Condition: Allergic Reactions

What is it? -Latex allergies can be common in persons with spina bifida. How to prevent it? -Be familiar with client's allergy history. Ensure equipment used during assessment is latex free (including medicine balls, tubing, resistance bands, and blood pressure cuffs) Administered assistance? -If participant has an allergic reaction, remove stimulus immediately. If symptoms continue, contact emergency assistance as stated through your EAP.

Condition: Mood Outbursts

What is it? -Participant may feel angry, upset, or highly confused. May be common in persons with brain injury or dementia. How to prevent it? -Ensure participant has full understanding of each tasks asked of them, remain calm at all times. Administered assistance? -Ensure that participant is not harming themselves or others. Stop assessment and remove individual from environment and stimulus that may be causing reaction.

Condition: Seizures

What is it? -Several forms including grand mal, petite and febrile, can cause loss of consciousness, bladder function, convulsions and confusion. Most common in persons with epilepsy, stroke, or brain injury. How to prevent it? -Be familiar with client's seizure history, ensure medications are taken if needed, and understand environmental triggers. Administered assistance? -Ensure that participant is in a safe position and not harming themselves or others, contact emergency assistance as stated through your EAP

Condition: Autonomic Dysreflexia (AD)

What is it? -a sudden onset of physiological responses that include hypertension, bradycardia, headache and sweating caused by overstimulation of the autonomic nervous system. Most common in persons with a spinal cord injury. How to prevent it? -Ensure bladder is empty and any form of painful stimuli is not affecting individual (pressure sore, pinching, burning, or rubbing of paralyzed limbs) Administered assistance? -If AD is present, remove stimulus immediately. If symptoms persist contact emergency assistance as stated through your EAP.

Assessment Questions

Why do you want to assess? What variables do you plan to assess? What variables do you plan to assess? Which tests measure the variables you have identified? How will you collect the needed data? Can you interpret the assessment data? Will you be conducting an informal or a formal assessment? How and with whom will you share the assessment results?

Adapted Sport

a sport modified or created to meet the unique needs of individuals

Every Student Succeeds Act

no child left behind Provides a framework for elementary and secondary education in the US Includes health and PE as part of well-rounded education Provides funding for health, PE, and physical activity programs Encourages development of community learning centers, school and community partnerships, and after school programs

Modifications for Specific Disabilities

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