Poster #50 - Physical Activity Programs for the Development of Children With Neurodevelopmental Disabilities: Parents' Perspectives

• In Event: 3-053 - Poster Session 10
  In Poster Session: PS 10 Section - Developmental Disabilities

Integrative Statement

Introduction: Children with neurodevelopmental disabilities (NDD) often have lower levels of participation in physical and recreational activities than typically developing children (Majnemer, 2008). Consequently, children with conditions such as autism spectrum disorders (ASD), Down syndrome (DS), ADHD, or developmental delay often miss important opportunities for physical and psychological, social and communicational development (Leach, 2003). Community-based physical activity programs (PAPs) can provide social environments that are adapted to specific developmental needs of each child that enables them to participate in activities that contribute to motor skill acquisition, provide opportunities for cognitive and social development through interaction and friendship with peers (John-Steiner, 1996). Presently, rigorous documentation is limited about the effects of PAPs on the learning and development of children with NDD.
Objectives: To explore parents' perceptions of changes in their child's physical, cognitive, psychological and social functioning after attending PAPs, and to understand the impact of these changes on the daily lives of the children and their families.
Methods: 85 parents of children with NDD were recruited from 23 PAPs (42 parents from a single site and 43 from 22 sites). Baseline and 3 monthly structured interviews were conducted with each parent over the course of one year. In the follow-up interviews, we asked parents to indicate their perception of changes in their child during the previous 3 months. If a change was reported, parents were asked to indicate their perception regarding the reason for the change and assess the contribution of attending the PAP. We report data from 43 parents, which included 18 parents who were interviewed 3 times, 18 parents interviewed twice, and 7 parents interviewed once.
Results: The sample comprised children who were mostly male (77%) with mean age 9.5 years. 74% of the children have been diagnosed with ASD and DS. All parents reported at least one positive change in their child's physical, cognitive, mental, behavioural, or social functions. The most common perceived improvement in first and second follow up interviews was in physical function for 41% and 52% of parents, respectively. This followed by 22% and 24% for cognitive function, then 19% and 14% for mental function. When the improvements were related to the physical, cognitive and mental functions, 50-60% of parents indicated the attended PAP as having the most contribution to the change. For improvements in behavioural and social functions, parents reported other important social circumstances to be responsible for a change such as other physical activities, social groups, or school. Parents reported that the initial changes led to other improvements in a child such as a self-confidence, motivation, and friendship development.
Conclusions: These findings highlight a potential role for participation in PAPs to enhance the physical, cognitive and mental development in children with NDD (as perceived by parents) which also has the capacity to improve their daily life functions and quality of life. Findings also illustrate the contextual complex dynamic features of learning and development for children with NDD when a change in one domain affects changes in the others.

Authors

• Mojgan Gitimoghaddam, University of British Columbia
  Presenting Author

• William McKellin, University of British Columbia
  Non-Presenting Author

• Anton Miller, University of British Columbia
  Non-Presenting Author

• Jean-Paul Collet, University of British Columbia
  Non-Presenting Author