No abstract

Individuals with an intellectual disability (ID) have higher rates of obesity, lower rates of physical activity, cardiorespiratory fitness, and muscular endurance than do typically developed individuals (TDI) and are twice as likely to develop chronic disease, living half as long as TDIs do. The purpose of this study was to examine the improvements in physical capacity and functional ability in Special Olympic Athletes (SOAs) aged 19-22 years after participating in a functional training (FT) program and compare these scores with those of the SOAs in a resistance weight training (WT) program. Twenty SOAs (13 men, 7 women with mild to moderate ID) participated in a 1-hour FT program, twice a week, for 10 weeks, compared with 22 same-aged SOAs (14 men, 8 women) participating in a 1-hour WT program (2× week for 8 weeks). Prefitness and postfitness tests consisting of heart rate (HR) for the 3-minute step test, static plank, body weight squats, static bar hang, and knee push-ups were conducted. Two-tailed, paired sample t-tests (p < 0.05) were used to evaluate the differences in the FT group. Change scores were used to compare FTG with the WT group. The HR decreased by 31.8 b·min⁻¹ pre-post in the FTG (p < 0.001). Static plank duration improved by 22.4 seconds in the FTG (p = 0.016); static plank change scores improved (p = 0.037) for the FTG (26.5 ± 32.1 seconds compared with that for the WT group (4.6 ± 22 seconds). Height and weight values were unchanged in both the groups. The results of this study demonstrate the value of FT programs for this population, because weight equipment is not always available in many settings.

Recognizing the potential of classrooms as a context for identifying and addressing child victimization, several U.S. states now mandate the inclusion of child abuse prevention in school curricula. There are, however, a limited number of evidence-based and developmentally appropriate curricula designed for elementary. This study utilized a randomized control trial (RCT) design to evaluate the knowledge acquisition of children who received the Monique Burr Foundation’s Child Safety Matters curriculum, a program designed to educate kindergarten to Grade 5 children about bullying, cyberbullying, four types of abuse (physical, sexual, emotional, and neglect), and digital dangers. Participants included 1,176 students from 72 classrooms in 12 Florida schools across eight counties. Schools were matched in pairs and randomly assigned to receive the program or be in a wait-list control. Knowledge was assessed with a questionnaire administered prior to the curriculum (T1) as well as approximately 3 weeks (T2) and approximately 7 months (T3) after implementation. Analyses were conducted with class means examining grade, treatment condition, and time. The interaction of treatment and time was significant, F(2, 90) = 17.024, p < .000. Children who received the curriculum increased their knowledge about potentially risky situations, and this knowledge was sustained over 7 months to the follow-up assessment. Children in the control schools did not have similar gains. The current classroom-based child maltreatment prevention education is a promising strategy to address children’s vulnerability to abuse and its consequences.

Most school-based prevention curricula for young children fail to address multiple types of abuse and limit instruction to a single day, despite evidence that polyvictimization is common and children learn better when allowed to practice material repeatedly. This study utilized a cluster randomized control trial design to evaluate a multi-abuse prevention program, the Monique Burr Foundation for Children (MBF) Child Safety Matters®, based on varying lesson structure. Participants included nine Florida schools consisting of 843 children in grades K-2. Schools were randomized within cluster to implement in two lessons, four lessons, or after study data collection (i.e., control group). Lessons averaged 34 minutes ( SD = 8.8 minutes) in length for 2-lesson group and 23.6 minutes ( SD = 6.9 minutes) for the 4-lesson condition. Knowledge was assessed before implementation and on average 11 weeks after implementation. There were no statistical differences between clusters. Controlling for pre-test scores, schools in the four-lesson group scored highest on a measure of knowledge of potentially risky and unsafe situations ( M = 69.68, SE = .80) on post-test, followed by schools in the two-lesson group ( M = 67.31, SE = .77), followed by schools in the control group ( M = 62.92, SE = .76). Results support use of more frequent, shorter lessons for prevention programs and the promise of addressing multiple forms of child victimization.