|Improving Physical Performance and Gym Safety|
|Sunday, May 27, 2018|
|5:00 PM–5:50 PM |
|Manchester Grand Hyatt, Seaport Ballroom C|
|Area: PRA/DDA; Domain: Translational|
|Chair: Jonathan W. Ivy (Penn State Harrisburg)|
|CE Instructor: Jonathan W. Ivy, Ph.D.|
Although the benefits of routine physical fitness and activity are well documented, there is limited behavioral research on this important repertoire. Additionally, the gym environment contains multiple potential health hazards, such as unclean gym surfaces that can cause infection. The behaviors related to both physical performance and gym safety could be improved using behavior analysis. This symposium presents a series of successful interventions that improved behaviors related to physical performance and gym related safety with different populations. The first presentations showcases a treatment package of teaching with acoustic guidance, modeling, and feedback, and was successful in teaching a golf swing to a novice golfer without disabilities. The next presentation discusses how a physical activity routine was taught to three people with severe intellectual disabilities. Results of this study indicated moderate success using the simultaneous and least to most prompting package. We end with a presentation on the use of an antecedent intervention package to increase cleaning gym equipment post-use . Results of this last study indicated that a combination of a visual prompt and accessibility to cleaning supplies were needed for the greatest increase in cleaning behavior. The results of these presentations will be discussed as will the potential for behavior analysis in this non-traditional are of applications.
|Instruction Level: Intermediate|
|Keyword(s): Cleaning, Exercise, Physical Activity, TAGteach|
|Target Audience: |
Practitioners, graduate students, and researchers interested in the application of behavior analytic principles in the field of physical activity
|Learning Objectives: A the end of this symposium the participants will be able to: 1. describe the research based-extensions in prompting in the field of physical activity 2. Identify critical components of a TAGteach program 3. identify adaptions necessary to teach physical activity prerequisites to adolescents with severe to profound intellectual disabilities|
The Acquisition of Exercises in Adolescents With Severe to Profound Intellectual Disabilities
|EDWARD JUSTIN PAGE (Duquesne University), Helen I. Cannella-Malone (The Ohio State University)|
People with intellectual disabilities are at higher risk for obesity and associated disease. Often they do not engage in enough physical activity. By teaching people with intellectual disabilities how to engage in physical activity, there are not only health benefits but also the potential to develop a new leisure activity. Previous literature has shown that evidence-based practices are needed to teach people with intellectual disabilities physical activities. The purpose of this study was to teach three adolescents with a severe to profound intellectual disabilities how to engage in three different exercises a. Three multiple probe across behavior designs were used and results indicated that using this prompting package was only moderately successful. Future research is needed to find best practice techniques for teaching physical activity to people with intellectual disabilities. Furthermore, examining the effects of fluency training, compliance training, and gross motor assessments has on teaching physical activities to this population would be beneficial.
The Application of Teaching With Acoustical Guidance Treatment Package and Training a Novel Golfer
|ANDREW STEVEN MASSEY (St. Cloud State University), Edward Justin Page (Duquesne University), Benjamin N. Witts (St. Cloud State University)|
Teaching with Acoustical Guidance (TAGteach) was used as a treatment package along with modeling, feedback, and error correction procedures to train a novel male golf. Using a multiple baseline across behaviors probe design with a two-week follow up, the participant met mastery in all six skill sets and behavior maintained for all skill sets that entered maintenance. During a two-week follow-up, four of five skill sets eligible for follow-up remained at mastery during all five attempts, and the fifth skill set met mastery criteria during the final three attempts. Limited research is available on Teaching with Acoustical Guidance (TAGteach) methodology and skill acquisition in sports, but results from the current study add to the available literature.
|Increasing the Post-Use Cleaning of Gym Equipment Using Prompts and Increased Access to Cleaning Materials|
|ILEXIS ELBA (Penn State Harrisburg), Jonathan W. Ivy (Penn State Harrisburg)|
|Abstract: A multiple treatment reversal design was used to evaluate the effects of three differentantecedent-based interventions on the post-use cleaning of gym equipment. Unidentified students, faculty, staff, and community members participated in this study. An announcement, signs, and signs together with increased accessibility to cleaning materials were evaluated. The highest level of post-use cleaning was observed under the signs plus accessibility condition. These results indicate that the use of antecedent-based interventions may be a viable option for increasing cleaning behavior.|