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2. BENEFITS OF LEARNING TO RIDE A TWO-WHEELED BICYCLE FOR ADOLESCENTS WITH DOWN SYNDROME AND AUTISM SPECTRUM DISORDER

Author

Hauck, Janet, Jeong, Irully, Esposito, Phil, MacDonald, Megan, Hornyak, Joseph, Argento, Angela, and Ulrich, Dale A.

Subjects
Cycling -- Physiological aspects -- Health aspects, Autistic persons, Down syndrome -- Physiological aspects -- Analysis, Youth -- Physiological aspects -- Analysis, Exercise physiology, Exercise therapy, Education, Health, Social sciences, Sports and fitness
Abstract

Adolescents with Down syndrome (DS) and Autism Spectrum Disorder (ASD) were provided an opportunity to gain independent bicycle riding skills and physiological outcomes were examined. Twenty-five adolescents with DS and ASD participated. Measures of leg extension/flexion strength, standing balance, and BMI percentile were measured at baseline and one-year later. Following the intervention, 16 participants were classified as riders and 9 as non-riders. Linear mixed-modeling revealed significantly improved leg extension and flexion strength, with meaningful improvements in balance and a decline in BMI percentile among riders. Time and age effects were observed. Bicycle riding is associated with improved physiological outcomes. Implications are discussed. Keywords: developmental disabilities, adapted physical education, physical activity, motor behavior, intervention, Introduction Developmental disabilities (DD) are a group of conditions marked by impairment in physical, psychological, intellectual or language areas that occur during the developmental period (Yeargin-Allsopp, Oakley, Murphy, & Sikes, [...]

Published
2017

3. Bicycle Training for Youth with Down Syndrome and Autism Spectrum Disorders

Author

MacDonald, Megan, Esposito, Phil, Hauck, Janet, Jeong, Irully, Hornyak, Joseph, Argento, Angela, and Ulrich, Dale A.

Abstract

Children with Down syndrome (DS) and autism spectrum disorders (ASD) frequently have difficulty riding a two-wheel bicycle. The purpose of this study was to investigate an intervention using an adapted bicycle and individualized instruction to teach 71 youth to ride a standard two-wheel bicycle. Youth with DS (n = 30) and ASD (n = 41) between the ages of nine and 18 years took part in this study. After five days of training, 73.3% of children with DS and 85.4% with ASD successfully demonstrated the ability to ride the bicycle more than 100 feet. Leg strength differentiated riders from nonriders in both groups. For the youth with DS, those who learned to ride were significantly older and heavier than those who did not learn to ride. Participants with ASD who learned to ride were significantly taller and stronger than those with ASD who did not learn to ride a two-wheel bicycle. Implications are discussed. (Contains 2 figures and 4 tables.)

Published
2012
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5. 커버댄스 프로그램 참여가 초등학교 여학생의 인성에 미치는 영향

Author

Jeong， Irully

Subjects
Kinesiology, Courtesy, Dance, Character education, media_common.quotation_subject, education, Primary education, Mathematics education, Personality, Cover (algebra), Girl, Psychology, media_common
Abstract

The purpose of this study is to examine influence of participation in the 12-week cover dance program on characters of the girl students in elementary schools. A total of 60 students whose grade between 3rd and 6th participated in this study. 30 students participated in the cover dance program as an experimental group, other 30 students did not participated in the program as a control group. We conducted an independent samples t-test in order to examine differences between those groups. The results of this analysis are as following. First, there were no significant differences between two groups for pre-test results. Second, there were significant differences between two groups for post-test results. Third, the experimental group’ personality is generally significant compared to the control group. Fourth, pre- and post-examination of the group not participating in the cover dance program showed that self-esteem, consideration, responsibility, courtesy, justice, and citizenship were lower in the post-test results compared to the experimental group with significant differences. The following results showed that the cover dance program has a positive effect on the personality of girl students in elementary schools. Therefore, the results of this study suggest that implementing a cover dance program at an elementary education site can be an effective way to enhance characters of elementary school students.

Published
2019

13. Measuring Physical Activity in Youth with Down Syndrome and Autism Spectrum Disorders: Identifying Data-Based Measurement Conditions.

Author

Jeong, Irully

Subjects
Physical Activity Measurement, Down Syndrome, Autism Spectrum Disorders, Generalizability Theory, Accelerometer
Abstract

Few studies have paid attention to identifying physical activity (PA) in children and adolescents with disabilities using objective measures. The overall goal of this dissertation is to objectively measure PA in youth with Down syndrome (DS) and autism spectrum disorders (ASD) and to determine the minimum monitoring period needed for each group using data-based evidence. In study 1, I sought to objectively estimate PA in youth with DS using accelerometers and to determine the minimum monitoring days and hours needed. Results indicated that there were significant differences in daily PA between genders and age groups, not between weekdays and weekends, and that overall, 95% of the youth with DS who participated met the national physical activity guidelines. Regarding the minimum monitoring period, the results demonstrated that 4 days and 14 hours of monitoring per day were required to reliably estimate typical PA in youth with DS. In study 2, I aimed to objectively estimate PA using accelerometers and to determine the minimum monitoring days and hours needed in youth with ASD. Results demonstrated that there were significant differences in daily PA between genders and age groups, not between weekdays and weekends, and that approximately 90% of the youth with ASD who participated met the physical activity guidelines. In addition, at least 2 days and 9 hours of monitoring per day were needed to reliably estimate typical PA in youth with ASD. Finally, in study 3, I aimed to compare PA and the minimum monitoring days and hours needed between youth with DS and youth with ASD with the PA data measured on the ankle using accelerometers. Results indicated that placing an accelerometer on the ankle as the monitoring placement appeared to be reliable when measuring PA in youth with DS and ASD. No significant differences were observed for PA between the DS and ASD group, and 3 days of monitoring may be the most reasonable minimum number of monitoring days if both groups are combined into a larger group, categorized as developmental disabilities. However, the minimum monitoring hours appeared to need more investigation to be established.

Published
2012

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