Impact of Participation in Community-Based Research Among Undergraduate and Graduate Students.

Participation in community-based research provides college students with a high-impact experience involving both research and service learning. Presently, the impact of participation in community-based research projects has been measured most often through the use of post-learning course evaluations and case studies. The authors describe the impact of participation in community-based research, at a small liberal arts college, on undergraduate education students and graduate physical therapy students using the Community-Based Research Student Learning Outcomes Survey. Results from 2 years of survey responses and open-ended responses suggest that participation in such an experience may impact professional and personal growth, educational experiences, and civic engagement. This study provides support for universities and colleges to continue offering high-impact learning experiences for students by utilizing community-based research experiences while collaborating between academic departments.

Impact of a community-based exercise program on children and adolescents with disabilities.

The purpose of this study was to determine if participation in a community-based fitness program improves: a) strength and endurance, b) self-concept and quality of life, and c) positive social interactions among participants with disabilities. Nineteen children completed the study (10 experimental group, 9 control group). Pre/post testing included body mass index (BMI), energy expenditure index (EEI), Presidential Fitness Test (PFT), strength testing using a handheld dynamometer, PedsQL, and the Piers-Harris 2 Self-Concept Scale (PH-2). The experimental group participated in an 8-week exercise program two times per week and were given a home exercise program (HEP). No statistically significant differences were observed in BMI, EEI, PFT, strength, quality of life, or self-concept. A statistically significant difference in social interactions was found between the first and second half of the exercise program while the children performed group activities and ran track based on repeated measures MANOVA at p<0.05. While changes in fitness may not be observed following an 8-week exercise program, improvements in social interactions may be possible.

The effects of aerobic exercise on academic engagement in young children with autism spectrum disorder.

PURPOSE: To determine whether participation in aerobic exercise before classroom activities improves academic engagement and reduces stereotypic behaviors in young children with autism spectrum disorder. METHODS: This study employed a within-subjects crossover design, using a treatment condition (aerobic exercise) and a control condition, across 4 classrooms. The treatment condition included 15 minutes of running/jogging followed by a classroom task. The control condition included a classroom task not preceded by exercise. The number of stereotypic behaviors, percentage of on-task behavior, and correct/incorrect responses were measured. The Wilcoxon signed rank test was used to compare differences between conditions. RESULTS: Statistically significant improvements were found in correct responding following exercise (P < .05). No significant differences were found for on-task behavior or stereotypic behaviors. CONCLUSIONS: Consistent with findings in older children, these results indicate that aerobic exercise prior to classroom activities may improve academic responding in young children with autism spectrum disorder.

Interdisciplinary learning experience: two years of experience with an interdisciplinary learning engagement for physical therapy and special education students.

This article describes two cohorts of students who participated in an interdisciplinary learning experience in which physical therapy (PT) and special education (SE) pre-professionals collaborated weekly during an eight week fitness program for children and youth with disabilities. Forty-one children with disabilities and ranging in age from five to 20 years, participated in the fitness program. One short term outcome achieved for PT and SE students was learning to communicate effectively with students from another discipline. In addition, PT and SE students successfully planned and implemented a variety of age appropriate fitness activities for participants with disabilities, as well as motivated and encouraged participants to engage in the activities. Outcomes for participants with disabilities included improvements in the sit-up component of the Presidential Fitness Test at the conclusion of the fitness program. The children and their parents/guardians appreciated the opportunity to engage in fitness activities in a non-threatening environment.