Nutrition and Fitness Curriculum: Designing Instructional Interventions for Children with Developmental Disabilities

Abstract

The University of Maryland has a strong commitment to diversity and actively seeks applicants from underrepresented groups including individuals with disabilities.

Obesity and Secondary Conditions in Adolescents with Disabilities: Addressing the Needs of an Underserved Population

“…The common use of food as a reinforcer when children are sad or lonely can confuse some youth with disabilities into assuming that food is a treatment for uncomfortable feelings [36]. Overprotective parents also may use highly dense caloric foods as reinforcers for good behavior [37].…”

“…Design of school-based nutritional interventions are often too generic for certain youth with physical or cognitive disabilities because the materials do not address specific nutritional concerns associated with a particular disability (e.g., spina bifida, cerebral palsy, Down syndrome) [37]. Accommodations to respond to the particular nutritional needs of youth with disabilities take many forms including appropriate physical access to textbook materials for youth with mobility impairments who have limited use of their hands, appropriate reading levels for youth with cognitive impairments, and large-print and electronic materials for youth with sensory impairments and/or learning disabilities.…”

“…For example, youth with cognitive disabilities may be less conscious of the health risks associated with excess body weight and may have limited knowledge or understanding of its potential consequences [37,41,42]. Other youth may have difficulty understanding or following through with self-monitoring techniques such as reducing dietary fat or exercising at a certain intensity level [37]. In addition, some youth may not understand or be aware of the health risks associated with poor diet or lack of physical activity [42].…”

“…Other socially limiting factors include negative attitudes, labeling, and language that exclude youth with disabilities from participating in many school or community-based programs, and limited administrative support for implementing necessary accommodations to include children and adolescents with disabilities in school activities [27]. Low self-esteem, negative body image or selfconcept, increased stress levels and poor socialization ability are often manifestations of some disabilities (i.e., mental illness, emotional disturbance, learning disabilities) and also may limit opportunities for social participation [37,46].…”

Obesity rates in special populations of children and potential interventions

“…Instructional strategies should rely on explicit instruction of skills guided by evidence-based practices from other populations. Simpson, Swicegood, and Gaus (2006) described guidelines for use with children who struggle with obesity. These guidelines have been summarized and adapted for school-age children with disabilities in Table 1.…”