Personal Support Workers Perceptions of
108
reSearch Special inTereST Group (rSiG) abSTracTS
Personal Support Workers’ Perceptions of a 12-Week Adapted
Physical Exercise Program Designed for Adults with Autism
Spectrum Disorder and an Intellectual Disability
Authors:
Kelly Carr, Phillip McKeen, Nadia R. Azar, Chad A. Sutherland,
Sean Horton
University of Windsor, Windsor, ON
Correspondence:
[email protected]
Objectives
The objective was to qualitatively explore personal support workers’ perceptions of a community-based adapted physical exercise (APEX)
program designed for adults with autism and
an intellectual disability (ASD-ID). The completion of this study expanded and complemented our previous work that quantified physical changes among participants as a result of
engagement in the APEX program.
Methods
Eleven adults with ASD-ID (mean age = 35.5
years; range = 20–61 years; 2 females) attended a 12-week community-based APEX program
focused on the development of motor skills
through engagement in whole body circuit
training, as well as sports and games. Each
participant had an IQ score below 70, with the
lowest IQ score being 20. The perceptions of
the APEX program held by the support workers (n = 10) of these participants were systematically documented (through audio-recorded,
semi-structured interviews following program completion. Verbatim transcripts were
analyzed using an inductive approach where
common features between meaning units were
identified using constant comparisons.
Results
Two broad categories were established: (1) program structure, and (2) participant benefits.
Subcategories in “program structure” included
ensuring consistency and providing resources. Support workers identified the importance
of ensuring a consistent program structure
through the order and type of activities provided, and the consistent presence of volunteers.
Support workers also noted the ability of the
program to provide resources that are often
unavailable. The “participant benefits” category
included three subcategories: facilitating social
interactions, building confidence, and providing unique and novel opportunities. Support
workers identified social interactions that were
associated with both participant-volunteer and
participant-participant relations. The increase
in the participants’ confidence was evidenced
through examples such as the participants’
increased willingness to enter the program
space independently, and the participants’ recognition of their ability to complete increasingly difficult tasks. In addition, the APEX program offered the participants an opportunity
to learn new skills, which included standard
exercises, as well as bike riding, skipping, and
popular games, such as Ping-Pong.
Conclusions
The results of this study suggested that the
benefits of the APEX program designed for
adults with ASD-ID extended beyond physical measurements, and included the ability to
provide an opportunity for social interactions,
an increase in confidence, and the development of novel skills. Such benefits derived by
the participants are thought to be reflective of
the appropriateness of the program structure,
which was made feasible through the use of
university resources (i.e., undergraduate student volunteers, facilities). This exemplifies the
importance of community-university partnerships in providing beneficial opportunities to
individuals with disabilities.
JODD
reSearch Special inTereST Group (rSiG) abSTracTS
Personal Support Workers’ Perceptions of a 12-Week Adapted
Physical Exercise Program Designed for Adults with Autism
Spectrum Disorder and an Intellectual Disability
Authors:
Kelly Carr, Phillip McKeen, Nadia R. Azar, Chad A. Sutherland,
Sean Horton
University of Windsor, Windsor, ON
Correspondence:
[email protected]
Objectives
The objective was to qualitatively explore personal support workers’ perceptions of a community-based adapted physical exercise (APEX)
program designed for adults with autism and
an intellectual disability (ASD-ID). The completion of this study expanded and complemented our previous work that quantified physical changes among participants as a result of
engagement in the APEX program.
Methods
Eleven adults with ASD-ID (mean age = 35.5
years; range = 20–61 years; 2 females) attended a 12-week community-based APEX program
focused on the development of motor skills
through engagement in whole body circuit
training, as well as sports and games. Each
participant had an IQ score below 70, with the
lowest IQ score being 20. The perceptions of
the APEX program held by the support workers (n = 10) of these participants were systematically documented (through audio-recorded,
semi-structured interviews following program completion. Verbatim transcripts were
analyzed using an inductive approach where
common features between meaning units were
identified using constant comparisons.
Results
Two broad categories were established: (1) program structure, and (2) participant benefits.
Subcategories in “program structure” included
ensuring consistency and providing resources. Support workers identified the importance
of ensuring a consistent program structure
through the order and type of activities provided, and the consistent presence of volunteers.
Support workers also noted the ability of the
program to provide resources that are often
unavailable. The “participant benefits” category
included three subcategories: facilitating social
interactions, building confidence, and providing unique and novel opportunities. Support
workers identified social interactions that were
associated with both participant-volunteer and
participant-participant relations. The increase
in the participants’ confidence was evidenced
through examples such as the participants’
increased willingness to enter the program
space independently, and the participants’ recognition of their ability to complete increasingly difficult tasks. In addition, the APEX program offered the participants an opportunity
to learn new skills, which included standard
exercises, as well as bike riding, skipping, and
popular games, such as Ping-Pong.
Conclusions
The results of this study suggested that the
benefits of the APEX program designed for
adults with ASD-ID extended beyond physical measurements, and included the ability to
provide an opportunity for social interactions,
an increase in confidence, and the development of novel skills. Such benefits derived by
the participants are thought to be reflective of
the appropriateness of the program structure,
which was made feasible through the use of
university resources (i.e., undergraduate student volunteers, facilities). This exemplifies the
importance of community-university partnerships in providing beneficial opportunities to
individuals with disabilities.
JODD