Department of Applied Health Science, Indiana University Bloomington, Bloomington, Indiana 47405, USA.
Am J Health Promot. 2012 May-Jun;26(5):313-6. doi: 10.4278/ajhp.100408-ARB-112.
The purpose of this study was to assess novel methods of health education and promotion to increase physical activity among adults with intellectual disabilities.
A pre-post delayed treatment design was employed to assess the effect of the intervention.
The intervention was administered at two agencies that serve adults with intellectual disabilities.
Forty-two adults ranging in age from 19 to 62 with mild to moderate intellectual disability participated in the study. Participants were equally divided by gender.
An eight-session intervention employed a combination of video instruction, pictorial memory tools, and interactive class activities as educational methods.
Physical activity knowledge was evaluated using Illingworth, Moore, and McGillivray's Nutrition Activity Knowledge Scale (NAKS) and the Physical Activity Recommendations Assessment (PARA). Average daily minutes of physical activity were measured using dual-axis accelerometers.
Paired and independent samples t-tests were used to assess the knowledge scales. Wilcoxon signed-rank tests and Mann-Whitney U-tests were used to assess physical activity participation.
Overall, there were mean improvements in scores for both the NAKS (p < .05) and the PARA (p < .001) following the intervention. Physical activity also improved, but not significantly.
The education and training methods used in this curriculum are promising for future health education programs in this population. Additional interventions may be necessary to improve physical activity participation.
本研究旨在评估新的健康教育和推广方法，以增加智障成年人的身体活动量。
采用前后延迟治疗设计评估干预效果。
干预在两家为智障成年人提供服务的机构进行。
42 名年龄在 19 至 62 岁之间、智力轻度至中度障碍的成年人参加了这项研究。参与者按性别平均分配。
八节干预课程采用视频教学、图片记忆工具和互动课堂活动相结合的方法。
使用 Illingworth、Moore 和 McGillivray 的营养活动知识量表（NAKS）和体力活动推荐评估量表（PARA）评估身体活动知识。使用双轴加速度计测量平均每日身体活动分钟数。
采用配对和独立样本 t 检验评估知识量表。采用 Wilcoxon 符号秩检验和 Mann-Whitney U 检验评估身体活动参与度。
总体而言，干预后 NAKS（p <.05）和 PARA（p <.001）的得分均有平均提高。身体活动也有所改善，但不显著。
本课程中使用的教育和培训方法有望为该人群未来的健康教育计划提供帮助。可能需要额外的干预措施来提高身体活动参与度。
