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Individuals with intellectual and developmental disabilities (IDD) have greater health risk factors, including obesity and associated comorbidities. This study investigated the effectiveness of a 12-week exercise and nutrition program on improving physical fitness. Statistical significance (p < 0.05) was found using a paired samples t-test for the 6-Minute Walk and Sit and Reach tests demonstrating improvement in cardiorespiratory fitness and flexibility. Clinical improvements were identified for the Single Leg Stance Test, abdominal curls, and plank noting improvement in static balance, coordination, and core strength and endurance. Findings demonstrated the effectiveness of a community-based wellness program for adults with IDD. [ABSTRACT FROM AUTHOR]

Abstract AIM This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom. BACKGROUND Research indicates that SRS technology [...]

The goal of interprofessional education (IPE) is to improve outcomes and experience of healthcare services for patients and families through collaborative practice. While patients and families may participate in IPE experiences as recipients of healthcare services, their perspective on students' emerging collaborative skills is rarely sought. We describe a pediatric IPE activity in which participating families rated students' performance of the targeted interprofessional collaborative competencies. We asked whether family ratings would be consistent with student self-ratings and independent observer ratings. Participants were 40 interprofessional pre-licensure student teams representing physical therapy, occupational therapy, nursing, and speech-language pathology. Each team developed a joint assessment plan, conducted a 1-h play-based observation of a child, 30 months of age or under, and interviewed an accompanying parent/caregiver. Quantitative rating scale data indicated consistency between family, student and independent observer ratings of interprofessional collaborative skills displayed by the students. Qualitative data suggested that students gained a better understanding of ways in which an interprofessional team can provide effective family-centered care. Our results suggest that patient/family feedback can provide a useful measure of the effectiveness of IPE activities and should be included in such activities targeting interprofessional collaborative competences across settings and patient populations. [ABSTRACT FROM AUTHOR]