A Resistance Training Intervention for Adults With Intellectual Disability in the Community: A Pilot Randomized Clinical Trial

in Adapted Physical Activity Quarterly

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Iva Obrusnikova University of Delaware

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Albert R. Cavalier University of Delaware

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Richard R. Suminski University of Delaware

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Ashleigh E. Blair University of Delaware

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Cora J. Firkin University of Delaware

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Ashley M. Steinbrecher University of Delaware

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DOI:
https://doi.org/10.1123/apaq.2020-0218
Keywords:
familiarization; functional performance; prompting; self-efficacy; social cognitive theory; video-based instruction
First Published Online:
20 May 2021
In Print:
Volume 38: Issue 4
Page Range:
546–568
Restricted access

Adults with an intellectual disability have significantly lower levels of fitness compared with the general population. This study examined the effects of a 13-week theoretically guided, community-based, multicomponent resistance training intervention, resistance training for empowerment, on muscular strength and independent functional performance in 24 adults with an intellectual disability, aged 18–44 years. Twelve participants were randomly allocated to an experimental group and 12 to an active control group. An analysis of covariance revealed that the experimental group had significantly greater increases (p < .05) on the chest press and leg press one-repetition maximum tests and the 6-min walk test from the baseline to postintervention compared with the control group. The experimental group correctly and independently performed a significantly greater number of steps of resistance training exercise tasks than the control group. Marginal significance and large effect sizes were found for the prone plank test and the stair climb test. The resistance training for empowerment was effective in promoting muscular strength and independent functional performance among adults with an intellectual disability.

Obrusnikova, Suminski, Blair, Firkin, and Steinbrecher are with the Dept. of Behavioral Health and Nutrition, and Cavalier, the School of Education, University of Delaware, Newark, DE, USA.

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