Scholarlink

Objectives <p>The goals of this study were to assess whether participants with intellectual and developmental disabilities (IDD) could lead or “teach back” a healthy eating and exercise program and to determine whether participating in the program resulted in changes in eating and exercise behaviors and motivation to eat healthy and exercise.</p> Methods <p>Researchers taught an 8-week program to adults with IDD attending two adult day care programs. The eight classes featured healthy eating and exercise information presented on PowerPoint slides with visuals, with chair exercises, games, and goal setting. Participants attended the class, and some of them led the review of the information with help from the researchers. Participants were encouraged to teach the PowerPoint slides back to others when the researchers were not on site. Twenty-five participants and one staff member at each adult day program completed surveys examining their perceptions of eating and exercise change for participants. Sixteen parents or guardians across the two sites completed surveys to discuss the adults’ healthy eating and exercise behaviors.</p> Results <p>Participants at both programs were able to set healthy goals and staff reported that their ratings of their progress on goals were accurate. Participants were teaching the program during the week. They were eating less junk food (sweet treats and chips/fries) after the program. They were exercising more and had higher ratings for wanting to exercise more after the program. Staff members reported that adults were more motivated to eat healthy and exercise after the program. Parents/guardians reported participants were discussing the program and made changes related to program participation at home.</p> Conclusions <p>This pilot study showed that the train-the-trainer approach helped motivate and support positive behavior changes in participants with IDD. In the future, recruiting a larger sample and including a control group will improve experimental design and provide more definitive information on program impact.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Collaboration Between Participants with Intellectual and Developmental Disabilities and Researchers on the Advanced Eat and Exercise to Win Program

  • 期刊论文

  • 发表日期：

    2026年1月16日

查看全文
  • Carissa Gehr,
  • Brayden Daubenmier,
  • Laura Nabors,
  • Sherri Gillum,
  • Diana Mairose,
  • Molly Grace,
  • Sarah Osner

摘要

Objectives

The goals of this study were to assess whether participants with intellectual and developmental disabilities (IDD) could lead or “teach back” a healthy eating and exercise program and to determine whether participating in the program resulted in changes in eating and exercise behaviors and motivation to eat healthy and exercise.

Methods

Researchers taught an 8-week program to adults with IDD attending two adult day care programs. The eight classes featured healthy eating and exercise information presented on PowerPoint slides with visuals, with chair exercises, games, and goal setting. Participants attended the class, and some of them led the review of the information with help from the researchers. Participants were encouraged to teach the PowerPoint slides back to others when the researchers were not on site. Twenty-five participants and one staff member at each adult day program completed surveys examining their perceptions of eating and exercise change for participants. Sixteen parents or guardians across the two sites completed surveys to discuss the adults’ healthy eating and exercise behaviors.

Results

Participants at both programs were able to set healthy goals and staff reported that their ratings of their progress on goals were accurate. Participants were teaching the program during the week. They were eating less junk food (sweet treats and chips/fries) after the program. They were exercising more and had higher ratings for wanting to exercise more after the program. Staff members reported that adults were more motivated to eat healthy and exercise after the program. Parents/guardians reported participants were discussing the program and made changes related to program participation at home.

Conclusions

This pilot study showed that the train-the-trainer approach helped motivate and support positive behavior changes in participants with IDD. In the future, recruiting a larger sample and including a control group will improve experimental design and provide more definitive information on program impact.