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Tables of Contents for Physical Activity for Individuals With Mental Retardation
Chapter/Section Title
Page #
Page Count
Preface
ix
Acknowledgments
xi
Part I Foundations and Implications of Mental Retardation
1
142
Overview of Mental Retardation
3
32
Defining Mental Retardation
5
4
Etiology of Mental Retardation
9
5
How Many Individuals Are Mentally Retarded?
14
6
Education and the Transdisciplinary Approach
20
3
The Physical Domain
23
2
A Historical Look at Mental Retardation
25
3
Addressing Mental Retardation in the Future
28
1
Summary
28
2
Discussions and New Directions
30
1
References
30
5
Conditions Related to Mental Retardation
35
34
Cerebral Palsy
37
6
Seizures and Convulsive Disorders
43
4
Spina Bifida (Myelomeningocele)
47
2
Congenital Heart Defects
49
2
Visual Impairment
51
2
Hearing Impairment
53
3
Obesity
56
8
Summary
64
1
Discussions and New Directions
64
1
References
65
4
Assessment: The First Step
69
40
What Is Assessment?
70
1
Current Practices, Issues, and Problems in Assessment
71
4
Justification and Importance of the Assessment Process
75
2
Public Law 94-142 (PL 101-476) and the Assessment Process
77
1
Competencies Necessary for Observing and Identifying Movement
78
4
Assuring Proper Referral and Screening Procedures
82
2
Proper Test Selection
84
3
Streamlining the Assessment Process
87
3
Standardized Published Tests
90
4
Informal Tests
94
2
Interpretation of Test Data: Putting It All Together
96
4
Some Final Thoughts
100
1
Summary
100
1
Discussions and New Directions
101
1
Survey of Standardized Assessment Instruments
101
5
References
106
3
Behavior Management
109
34
What Is Behavior Management?
110
3
Designing the Behavior Management Program
113
7
Procedures to Maintain or Strengthen Behavior
120
13
Procedures to Reduce or Eliminate Behavior
133
5
Summary
138
1
Discussions and New Directions
139
1
References
139
4
Part II Program Development and Implementation
143
112
Program Development: Administrative Considerations
145
28
Providing Physical Activity
146
3
Individualized Education Plan (IEP)
149
4
Transdisciplinary Approach
153
13
Parental Involvement
166
3
Programming for Individuals With Severe or Profound Mental Retardation
169
1
Summary
170
1
Discussions and New Directions
171
1
References
171
2
Mainstreaming: Program Considerations
173
22
Benefits of Mainstreaming
174
1
The Least Restrictive Environment Versus Mainstreaming
175
1
Placement Alternatives and Criteria
176
1
Preprogramming Considerations
176
5
Specific Environmental Programming Strategies
181
8
Integrating Community Recreation
189
2
Meeting the Mainstreaming Challenge
191
1
Summary
191
1
Discussions and New Directions
192
1
References
192
3
Program Implementation: Physical Fitness, Fundamental Motor Skills, Aquatics, and Dance
195
60
Physical Fitness
197
9
Benefits of Physical Fitness Programs
197
1
Defining Health-Related Physical Fitness
198
1
Physical Fitness Research
199
3
Training and Program Implementation
202
4
Fundamental Motor Skills and Patterns
206
12
Benefits of Fundamental Motor Skills and Patterns
206
2
Defining Fundamental Motor Skills
208
2
Why Do Individuals With Mental Retardation Have Deficits in FMS?
210
2
Program Implementation
212
6
Aquatics
218
15
Benefits of Aquatic Programs
218
1
Safety
219
1
Water Orientation
220
3
Equipment
223
5
Program Implementation
228
5
Volunteers
233
1
Dance
233
15
Benefits of Dance Programs
234
3
Defining Dance Pedagogy
237
3
Program Implementation
240
5
Elements of Movement
245
3
Summary
248
1
Discussions and New Directions
248
1
References
249
6
Part III Physical Activity for a Life Span
255
164
Physical Activity for Infants and Toddlers
259
42
Individualized Family Service Plan (IFSP)
261
1
History of Early Childhood Programs
262
2
Infants and Toddlers With Mild Mental Retardation
264
1
Infants and Toddlers With Moderate Mental Retardation
264
1
Infants and Toddlers With Down Syndrome
265
1
Infants and Toddlers With Severe or Profound Mental Retardation
266
2
Motor Development Theories
268
2
Motor Development of Infants and Toddlers
270
2
Motor Development During the First Year
272
18
Motor Development During the Second Year
290
5
Summary
295
1
Discussions and New Directions
296
1
References
297
4
Physical Activity for Preschoolers
301
20
The Developmental Age of 3 Years
303
4
The Developmental Age of 4 Years
307
2
The Developmental Age of 5 Years
309
7
Motor Development of Children With Down Syndrome
316
2
Summary
318
1
Discussions and New Directions
318
1
References
319
2
Physical Activity for School-Age Children and Teenagers
321
38
The Developmental Approach
323
2
Primary-School-Age Children: 6- to 8-Year-Olds
325
15
Older Children: 9- to 12-Year-Olds
340
10
Teenagers: 13- to 18-Year-Olds
350
4
Summary
354
1
Discussions and New Directions
355
1
References
356
3
Physical Activity for Adults: Leisure and Lifetime Activities
359
24
Leisure and Recreation
362
2
National Therapeutic Recreation Society
364
1
Integration or Segregation in Recreation Program?
365
3
Activity Selection
368
1
Activities to Improve Physical Fitness
369
3
Physical Activity for Adults With Severe or Profound Retardation
372
6
Summary
378
1
Discussions and New Directions
378
2
References
380
3
Special Olympics International: Year-Round Training and Athletic Competition
383
36
History of Special Olympics International
385
2
Structure of Special Olympics International
387
11
Special Olympics' Training Program
398
7
Research on the Benefits of Special Olympics
405
4
Issues to Be Addressed in the Future
409
5
Summary
414
1
Discussions and New Directions
415
1
References
415
4
Appendix A Organizations for Individuals With Mental Retardation
419
2
Appendix B Sign Language for Use in Physical Activity Programs
421
4
Appendix C Fitness Norms for Males and Females Ages 6 to 20 With Mental Retardation
425
14
Appendix D The Kansas Adapted/Special Physical Education Test Manual
439
4
Glossary
443
10
Index
453