Abstract
Adaptive behaviour is one of the key elements to diagnose intellectual disability. In addition, these behaviors are crucial in order to operate on the daily life. As a population with a high risk of developing a sedentary lifestyle, adapted physical activity programs for people and children with intellectual disability are needed. Therefore the aim of this study is to assess the influence of adapted paddle tennis intervention program on the adaptive behaviour of a child with Down’s syndrome. In a case study of child with Down’s syndrome (male, Caucasian, age = 4.5 years), he participated on a paddle tennis program with a length of 12 weeks. The child’s parents assessed the adaptive behaviour before and after the program through the Adapted Behaviour Scale (ABS-S:2). Obtained data showed that three domains presented a positive increasing. Parents reported that physical development increased from 19 to 23.5, and this increase was corroborated by the instructor (post score = 23.8). Moreover, language development increases from 18.5 to 28 (parents). The paddle tennis instructor perceived an increase in speaking abilities after the program. The self-management domain also showed an increase from 8 to 17. The adapted paddle tennis program is suitable for promoting physical activity and for improving adaptive behaviour in children with intellectual disabilities.
Highlights
The American Association on Intellectual and Developmental Disabilities (2002) establishes that the diagnosis of disability is composed of two elements: the intellectual functioning and the adaptive behaviour
Adaptive behaviour is defined as the compound of conceptual, social and practical abilities which a person learned in order to effectively operate on his daily life (Luckasson et al, 2002)
The objective of the present study was to describe the effect of an organized adapted paddle tennis program on the adaptive behaviour of a child with DS
Summary
The American Association on Intellectual and Developmental Disabilities (2002) establishes that the diagnosis of disability is composed of two elements: the intellectual functioning and the adaptive behaviour In this sense, the person’s intellectual coefficient (IQ) did not diagnose an intellectual disability unless the assessment of the adaptive behavior is included, and this perspective is known as the functioning model of intellectual disability. Adaptive behaviour is defined as the compound of conceptual, social and practical abilities which a person learned in order to effectively operate on his daily life (Luckasson et al, 2002). These abilities are crucial for the person’s integration and general functioning (Goldberg, Dill, Shin, & Nhan, 2009) and close related with the person’s adaptation to the daily life. The adaptive behaviour could increase as the result of an intervention program
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
