Encouraging overweight students with intellectual disability to engage in walking/running by using a dance pad combined with a LEGO® Train. Issue 6 (2nd November 2022)

• Record Type: Journal Article
• Authors: Shih, Ching-Hsiang; Lai, Man-Chi; Chang, Man-Ling; Chang, Chia-Jui
• Is Part Of: International journal of disability, development, and education. Volume 69:Issue 6(2022)
• Page Start: 1919
• Page End: 1928
• Publication Date: 2022-11-02
• Subjects: response-stimulation strategy -- intellectual disability -- dance pad, LEGO® Train -- overweight students; People with disabilities -- Education -- Periodicals; People with disabilities -- Periodicals; Special education -- Periodicals; Education, Special -- Periodicals; 371.9
• DOI: 10.1080/1034912X.2020.1837351
• Languages: English
• ISSNs: 1034-912X

Abstract

ABSTRACT: Most individuals with intellectual disability (ID) lack the motivation and willingness to do exercise on their own. The purpose of this study was to apply the response-stimulation strategy to encourage three overweight students with ID to engage in walking/running. This was a preliminary study to implement the strategy by using a dance pad combined with a LEGO® Train. The LEGO® Train was used as the stimulation to motivate the participants and a dance pad was used to detect the participants' walking/running activity in order to trigger the LEGO® Train. This study adopted a multiple probe design across participants, including one baseline phase and two intervention phases. The experimental results show that the three participants performed a greater number of walking/running steps during the intervention phases, compared to the baseline phase. The findings demonstrate that a dance pad combined with the LEGO® Train was a feasible motivator to increase the participants' willingness to perform walking/running on their own.