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

7.项目摘要/摘要 智障儿童(ID)比正常发育儿童更有可能有更高的智障 心脏代谢风险因素，健康相关健康水平较低，以及超重和肥胖。因此， 他们代表着健康差距的人群。体力活动水平低，久坐时间增加，身体状况不佳 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，使患有疾病的儿童 ID通过满足美国身体活动指南和美国人饮食指南来获得最佳健康。 为了实现这一目标，智障儿童必须培养身体素养和食物素养--知识、技能、 有信心和渴望参加体育锻炼，做出健康的食物选择。该项目旨在： 1)测试对智障儿童进行身体素养和食物素养干预的可行性；2)初步 评估干预对提高身体素养的有效性，包括运动技能、信心、 并渴望参加体育活动，以及食品素养，包括制作健康食品的知识 选择，基本的食物准备技能，并从事健康的饮食行为。男30例(n=15)，女30例 (n=15)12-16岁的智障儿童将参加为期16周的运动抽样和健康饮食 教育项目。每周课程将包括60分钟的体育活动和30分钟的教育 以及促进健康饮食的技能活动。体育采样活动的目的是发展运动性和客观性 通过4项运动控制技能：足球、篮球、跑动、跳投和舞蹈。健康饮食课程将成为重点 关于增加识别健康食品和做出健康选择的知识，准备食物的基本技能， 以及与课程主题相关的品尝测试。干预还将包括在家的部分 名为《带回家，试一试》。将向儿童提供一件(S)运动器材(例如足球) 球、跳绳)和技能卡片，上面有关于在计划外练习运动技能的说明和有趣的想法 会议，并将提供与每周品尝测试有关的食谱，以促进家庭健康饮食。这个 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名参与者。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- 后测设计将提供关于干预效果的初步数据。身体素质的衡量标准 包括加拿大敏捷性和运动技能评估、身体自我清单-ID和儿童自我 对体力活动量表的适当性和偏好的看法。食品识字的衡量标准包括 食品知识问卷、基本食品准备技能测试和家长代理报告 基于青少年危险行为监测调查问题的饮食模式。这个早期阶段 研究是促进健康和减少ID儿童存在的不平等的一步。

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.