A Pilot and Feasibility Study to Promote Physical and Food Literacy among Children with Intellectual Disabilities

7.项目总结/摘要 智力残疾儿童（ID）比一般发育中的儿童更有可能有更高的 心脏代谢危险因素，健康相关的健康水平较低，超重和肥胖。因此，在本发明中， 他们代表着健康不平等的人群。体力活动水平低，久坐时间增加， 饮食质量可能是造成这些不平等的原因。我们的目标是制定战略，使儿童 ID通过满足美国身体活动指南和美国人饮食指南来达到最佳健康状态。 为了实现这一目标，ID儿童必须发展身体识字和食物识字-知识，技能， 有信心和愿望参加体育活动，并选择健康的食物。该项目旨在： 1)测试对ID儿童进行物理识字和食物识字干预的可行性，以及2）初步 评估干预措施对提高身体素质的有效性，包括运动技能、信心， 参与体育活动的愿望，以及食品知识，包括制作健康食品的知识 选择、基本食物准备技能以及参与健康饮食行为。30例男性（n=15）和女性 （n=15）12-16岁的ID儿童将参加为期16周的联合运动采样和健康饮食 教育计划。每周的课程将包括60分钟的体育活动和30分钟的教育活动。 和技能活动，以促进健康饮食。运动采样活动旨在发展运动和物体 通过4项运动控制技能：足球，篮球，跑-跳-扔，和舞蹈。健康饮食会议将重点 增加知识，以确定健康食品和作出健康的选择，准备食物的基本技能， 以及与课程主题相关的品尝测试。干预还将包括一个在家的组成部分 叫做“带回家试试”将为儿童提供一件（或多件）运动器材（例如，足球 球，跳绳）和技能卡与指导和有趣的想法，练习运动技能以外的程序 会议，并将提供食谱有关的每周口味测试，以促进健康饮食在家里。的 试点干预将在马萨诸塞州东部/中部的基督教青年会分两波进行，每波15人。过程 将获得需求、可接受性和实施的衡量标准，以测试可行性，并进行预测试- 后测设计将考虑到干预有效性的初步数据。体育扫盲措施 包括加拿大敏捷性和运动技能评估，身体自我清单-ID，和儿童的自我- 对体力活动量表的认知和偏好。食品知识的衡量标准包括 食物知识问卷，基本食物准备技能测试，以及家长代理报告， 饮食模式的基础上的问题，从青年危险行为监测调查。这个早期阶段 这项研究是朝着促进健康和减少ID儿童所面临的不平等迈出的一步。

7. PROJECT SUMMARY/ABSTRACT Children with intellectual disabilities (ID) are more likely than typically developing children to have higher cardio-metabolic risk factors, lower levels of health-related fitness, and be overweight and obese. As such, they represent a health disparities population. Low physical activity levels, increased sedentary time, and poor diet quality are likely contributors to these inequities. Our goal is to develop strategies that enable children with ID to attain optimal health by meeting US Physical Activity Guidelines and Dietary Guidelines for Americans. To achieve this goal, children with ID must develop physical literacy and food literacy - the knowledge, skills, confidence and desire to participate in physical activity and make healthy food choices. This project seeks to: 1) test the feasibility of a physical literacy and food literacy intervention for children with ID, and 2) preliminarily assess the efficacy of the intervention for increasing physical literacy including movement skills, confidence, and desire to participate in physical activity, and food literacy including knowledge around making healthy food choices, basic food preparation skills, and engaging in healthy eating behavior. Thirty male (n=15) and female (n=15) children with ID ages 12-16 will participate in a 16-week combined sport sampling and healthy eating education program. Weekly sessions will include 60 minutes of sports activities and 30 minutes of educational and skill activities to promote healthy eating. Sport sampling activities will aim to develop locomotor and object control skills via 4 sports: soccer, basketball, Run-Jump-Throw, and dance. Healthy eating sessions will focus on increasing knowledge to identify healthy foods and to make healthy choices, basic skills for preparing food, and a taste test thematically related to the lesson. The intervention will also include an at-home component called “Bring it Home, Give it Try.” Children will be provided with a piece(s) of sports equipment (e.g., soccer ball, jump rope) and skill cards with instructions and fun ideas for practicing sport skills outside of program sessions, and will be provided recipes related to the weekly taste test to promote healthy eating at home. The pilot intervention will be delivered in 2 waves of 15 participants each at YMCAs in eastern/central MA. Process measures of demand, acceptability, and implementation will be obtained to test feasibility, and a pretest- posttest design will allow for preliminary data on efficacy of the intervention. Measures of physical literacy include the Canadian Agility and Movement Skill Assessment, Physical Self-Inventory-ID, and Children's Self- Perceptions of Adequacy in and Predilection for Physical Activity scale. Measures of food literacy include a questionnaire of food knowledge, a test of rudimentary food preparation skills, and parent proxy report of dietary patterns based on questions from the Youth Risk Behavioral Surveillance Survey. This early phase study is a step toward promoting health and reducing the inequities that exist for children with ID.