A pilot survey of physical activity in men with an intellectual disability

People with intellectual disability are reported as a sedentary population with increased risks of poor health due to an inactive and sedentary lifestyle. As the benefits of physical activity are acknowledged, measuring physical activity accurately is important to help identify reasons for low and high physical activity in order to assist and maintain recommended levels for optimal health. This paper reports a pilot study undertaken to validate the use of a physical activity monitor (Sensewear Armband) and the International Physical Activity Questionnaire (IPAQ) as instruments for measuring and exploring physical activity of men with intellectual disability. The design was a one group descriptive study and data were collected over a 7 day period from 17 men. The Sensewear Armband enabled continuous and long-term measurement of 14 objective physical activity metrics. The IPAQ examined details of physical activity reported over the 7 days. Equivalent results were found in both instruments indicating a positive correlation between the Sensewear Armband and the IPAQ. The results show 50% have low activity levels and the national recommended physical activity levels been achieved at a very low active intensity. No sustainable high physical activity intensity levels were recorded. The results confirmed the Sensewear Armband and the IPAQ as a practical means of measuring and understanding physical activity levels of men with intellectual disability

The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland

Several gaps exist in the standardised assessment of pupils with Special Educational Needs and Disabilities (SEND) in the Irish mainstream education context at the point of transition from primary to post-primary school. These gaps may lead to a lack of adequate focus on the continuity of resources at this timepoint. The current study examined academic and social attainment in three cohorts of pupils in Ireland (Attention Deficit Hyperactivity Disorder, ADHD, N = 12; Mild General Learning Difficulties, MGLD, N = 12; and typically developing individuals, N = 11). Four standardised measures were used in a non-experimental design to assess cognitive attainment (Wide Range Achievements Test 4, WRAT-4), learning competency and self-concept (Myself as a Learner Scale, MALS; the Burnett Self Scale, BSS), and perceived control (Multidimensional Measure of Children's Perception of Control scale, MMCPC) across the three groups prior to transition to post-primary school. Results indicated that the typically developing pupils performed strongest on attainment followed by those with ADHD and MGLD. While the latter two groups were weaker on attainment, neither group perceived of themselves as weaker. The results are discussed within the context of formal assessment for pupils with SEND in mainstream education and how these diverse outcomes may have implications for policy