The Effect of Systematic Prompting on the Acquisition of Five Muscle-Strengthening Exercises by Adults With Mild Intellectual Disabilities

in Adapted Physical Activity Quarterly

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Iva Obrusnikova University of Delaware

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Haley M. Novak University of Delaware

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Albert R. Cavalier University of Delaware

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DOI:
https://doi.org/10.1123/apaq.2018-0192
Keywords:
exercise performance; intellectual disability; resistance training; single-subject design; video-based instruction
In Print:
Volume 36: Issue 4
Page Range:
447–471
Restricted access

Adults with intellectual disability have significantly lower musculoskeletal fitness than their peers without a disability. Appropriate instructional strategies are needed to facilitate their acquisition and maintenance of musculoskeletal fitness. In this multiple-baseline across-participants single-subject study, the authors evaluated the effects of a multicomponent package that included a video-enhanced system of least-to-most prompts on the acquisition of 5 muscle-strengthening exercises in 3 women with mild intellectual disability, age 24–37 yr. Results show substantive gains in correct and independent performance of steps in the 5 exercises during the treatment condition. The improved performance was maintained 2 wk after the last treatment session and in a large YMCA gym. The study suggests that use of the video-enhanced system of least-to-most prompts can lead to improved acquisition and maintenance of muscle-strengthening exercises by adults with mild intellectual disability.

Obrusnikova and Novak are with the Dept. of Behavioral Health and Nutrition, and Cavalier, the School of Education, University of Delaware, Newark, DE.

Obrusnikova (obrusnik@udel.edu) is corresponding author.
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