Connecticut State Department of Education

Guidelines for Adapted Physical Education


Appendixes




Appendix B: Adapted Physical Education Assessment Tools

Gross Motor Assessments 

Assessment of Basic Language and Learning Skills (ABLLS) educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities.

Adapted Physical Education Assessment Scale - Secondary (APEAS2) Los Angeles USD, Los Angeles, CA The test measures four areas of motor performance and adaptive behaviors - those behaviors that, in spite of adequate motor performance, limit a student's ability to safely and successfully participate in general  physical education.  The following behaviors and skill levels in students ranging from 4 1/2 to 17 years old are measured:   

  • Perceptual Motor Function 
  • Object Control 
  • Locomotor Skills 
  • Physical Fitness 
  • Adaptive Behaviors

www.aapar-apeas.org 

Basic Motor Ability Test-Rev. (BMAT-r), 2nd Ed, 1974, Lea and Febiger, Philadelphia, PA
http://pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=BMATest&Mode=summary 

Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), 2005. Pearson: http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAa58000   widely used motor proficiency test 

DEVPRO Motor Skills Software and Assessment 1999-2007 C & D Kofahl Enterprises, www.devprosoftware.com and www.pearsonassessment.com 
DEVPRO is a developmental, criterion-referenced assessment appropriate for chronological ages birth to 11 years old. It addressed 22 different skill areas, defining over 950 highly task-analyzed skills. It is very appropriate to use for severely handicapped students, both physically and mentally disabled, up to age 22, who are developing basic gross motor and perceptual-motor skills.

HELP Strands, Curriculum-Based Developmental Assessment (Developmental Strands Birth to 3, Pre-School), Adapted from HAWAII EARLY LEARNING PROGRAM by Stephanie Parks, VORT Corporation 1994, Palo Alto, CA
www.vort.com / 

Hughes Basic Gross Motor Assessment Manual, 1979, by Jeanne E. Hughes 

Ordinal Scales Development Scales of Gross and Fine Motor Development, Western Psychological Services, 1985, Los Angeles, CA www.wpspublish.com

Peabody Developmental Motor Scales, 2nd Ed, (PDMS-2) PRO-ED, Austin TX http://www.therapro.com/Peabody-Developmental-Motor-Scales-Second-Edition-PDMS-2-P7618.aspx

PE Central Adapted Physical Education Assessment Instruments

http://www.pecentral.org/adapted/adaptedinstruments.html 

Test of Gross Motor Development (TGMD), 1985, PRO-ED, Inc., Austin, TX http://www.proedinc.com/customer/default.aspx

Beery-Butkteica Developmental Test of Visual-Motor Integration (VMI) 6th Ed. 2010, Modern Curriculum Press, Parsippany, NJ
http://www.mhs.com/product.aspx?gr=edu&prod=bvmi5&id=overview

Physical Health Fitness Assessments

AAPHERD Health Related Fitness Test and Test Manual, AAHPERD, 1980, Reston, VA
www.aahperd.org

Brockport Physical Fitness Manual designed to test the fitness of youths from ages 10 through 17 that have various disabilities. 1999, Winnick, J.P. & Short, F.X., Human Kinetics, Champaign, IL
www.humankinetics.com

Connecticut Physical Fitness Assessment, 3rd Generation, Connecticut State Department of Education, 2009
www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320980

FitnessGram / ActvityGram  Winnick, J.P. & Short, F.X. 1999, HUMAN KINETICS Champaign, IL
http://www.fitnessgram.net/home/

Physical Best, The AAHPERD Guide to Physical Fitness Education and Assessment, AHPERD,1988, Reston, VA
www.americanfitness.net/

Popular Scales Used for Assessing Kids with Special Needs
http://www.pecentral.org/adapted/adaptedassessmentchart.pdf

Presidential Youth Fitness Program, 1993, President’s Council on Physical Fitness and Sport, Poplars Research Center, Bloomington, IN. http://www.presidentialyouthfitnessprogram.org 
The Physical Fitness Test measures the physical fitness of kids and teens.
The Adult Fitness Test measures an adult’s aerobic fitness, muscular strength, flexibility, and other aspects of health-related fitness



Appendix C: Online Resources

Adapted Physical Activity, Physical Education and Sport

Adapted Physical Education National Standards (APENS)
Web site gives specific information re: the competencies/knowledge needed by an individual who is recognized as a CAPE [a Certified Adapted Physical Educator]

Adapted Physical Education Resource Manual, American Association for Physical Activity and Recreation
Internet-linked resources related to adapted physical education. Includes

  • Disability Advocacy Organizations 
  • Disability Sport Organizations 
  • Equipment Companies 
  • Education Websites and Lists 
  • Family Support Organizations 
  • Human Resources 
  • Media (Print and Video) 
  • Specialists in the Field

American Association for Physical Activity and Recreation

APE Aerobics
advice for integrating all people into your aerobics classes, regardless of ability or disability.    

National Center on Physical Activity and Disability (NCPAD)    

National Consortium of Physical Education and Recreation for Individuals with Disabilities (NCPERID)
Includes information about the APENS exam

Palaestra: Forum of Sport, Physical Education & Recreation for Those with Disabilities
Journal that provides information for those interested in enhancing the active lives of individuals with disabilities.

PE CENTRAL
Web site for K-12 teachers, with a section devoted to adapted physical education

PELINKS4U 
Web site designed to foster healthy activity and healthy lives.  The site shares current information about physical education, wellness, health, and advocacy. It hosts a monthly page re: adapted physical education.

Project Inspire
Information related to individuals with disabilities. Some of the information include: instructional techniques, inclusion strategies, sport organizations, health and safety issues, and even a parent page to assist with activities in the home and community.

Project MOBILITEE      
Contains an assessment and curriculum guide specifically designed to assist
educators in developing physical education programs for students who are moderately and severely disabled.

Wrights Law
Special Education Law and Advocacy 

Disability Issues

Access to Recreation  
Wide range of products from Fishing Aids to Crochet Aids, Exercise Equipment to Rehabilitation Equipment, Wheelchairs to Wheelchair Ramps and hundreds of other items

Disability Etiquette
Tips for Interacting With Individuals With Disabilities, American Association

Disability information and resources.
www.makoa.org/index.htm

The International Center for Disability Resources on the Internet      

International Paralympic Games.
Includes descriptions of Paralympic sports.

National Center on Accessibility          
Resource that provides information regarding accessible products and services available to the public.

National Sports Center for the Disabled
Therapeutic recreation organization providing leadership and expertise in adaptive sports

Parent Special Needs
Information resource and blog post for parents of children with special needs
   
Special Olympics.
Official Web site of the Special Olympics

TASH
International association for people with significant disabilities, their family members, others        

Unified Sports 
Program of Special Olympics that combines approximately equal numbers of athletes with and without intellectual disability
  

Physical Education Associations

AAHPERD         
American Alliance for Health, Physical Education, Recreation and Dance

CTAHPERD
Connecticut Association for Health, Physical Education, Recreation and Dance

CT Cadre of Physical Education Trainers
Connecticut-based best-practice-based professional development to promote physical education and adapted physical education program improvement

Additional Resources

CSDE Web site

Special Education Web page  

Physical Education Web page  

Guidelines for Physical Therapy in Educational Settings, CSDE 1999  

Guidelines for Occupational Therapy in Educational Settings, CSDE 1999  

HBLC Curriculum Framework  

NASPE / AAPAR Position Statement on Criteria for Adapted Physical Education  

Adapted Physical Education and Sport, 5th Ed., Joseph Winnick, Editor, Human Kinetics, 2010.

Fitness Programming and Physical Disability, Patricia Miller, Editor, Human Kinetics, 1995.

Adapted Physical Education National Standards, National Consortium for Physical Education and Recreation for Individuals with Disabilities, Human Kinetics, 1995.

Adapted Adventure Activities: A Rehabilitation Model for Adventure Programming and Group Initiatives, Ellmo and Graser, Kendall-Hunt, 1995.

Bridges to Accessibility: A Primer for Including Persons with Disabilities in Adventure Curricula, Mark Havens, Project Adventure, 1992.

Inclusive Physical Activity, Susan Kasser, Rebecca Lytle, Human Kinetics, 2005

ACSM's Exercise Management for Persons With Chronic Diseases and Disabilities - 3rd Edition, American College of Sports Medicine, J. Larry Durstine, Geoffrey Moore, Patricia Painter, Scott Roberts, 2009

Changing Kids' Games (2nd Ed.). Morris, G.S.D., & Stiehl, J. , Champaign, IL: Human Kinetics, 1999.



Appendix D: Suggested Modifications for Children with Disabilities for the Connecticut Third Generation Physical Fitness Assessment

Aerobic Capacity General Accommodations

PACER 

  1. Does not have to follow cadence. 
  2. Go up, and wait for peers to go up and back, then join peers again going back. 
  3. Walk one and run one (same if in wheelchair). 
  4. Run (push wheelchair) with a partner who can help with cadence and encouragement. 
  5. Set individual goals for child with disabilities (challenging but realistic).

One Mile Walk/Run 

  1. Run (or push wheelchair) width and walk length (or vice versa). 
  2. Have smaller targets such as cones every 100 yards that child can run to and touch, then rest, then run to next cone. 
  3. Hold a bean bag and run drop it into bucket 100 yards away. Then pick up another bean bag to run and drop into another bucket 100 yards away. 
  4. Run (push wheelchair) with partner who can help with pace and encouragement (child who is blind can hold hands with peer or can hold a small rope between peer and child who is blind. 
  5. Set individual goals for child with disabilities (challenging but realistic).

 

Upper Body Strength and Endurance General Accommodations

90 Degree Push-Up with Cadence 

  1. Put something under child such as a book to make the distance the child has to go shorter. 
  2. Do reverse pushup - start in up position and slowly go down trying to resist flopping to the ground; repeat. 
  3. Have something on the back like a book to help get a feel for a straight back. 
  4. Put marks on the floor to help child understand correct hand position. 
  5. Physically assist child a few times to help get into correct position. 
  6. Practice against a wall to get correct straight back position. 
  7. Do modified push-up (knees bent) 
  8. Have a partner encourage and reinforce child. 
  9. Set individual goals for child with disabilities (challenging but realistic). 
  10. Push self up from wheelchair by pushing up in arm rests (similar to dips)

Abdominal Strength and Endurance General Accommodations

Curl-Up with Cadence 

  1. Do without cadence 
  2. Physically assist a few times to show how to do it correctly. 
  3. Have visual and tactile cues for where hands should start and how far they should go. 
  4. Do reverse sit up - start in up position and resist as you fall back to mat. 
  5. Repeat several times. 
  6. Allow child to hold onto knees and just lean back and forth to get some work on abdominals. 
  7. Hold child's hands or hold stick and gently assist child allowing child to do as much work as possible. 
  8. Have child do sit ups on inclined wedge (or mats) to make it easier to sit up. 
  9. Have a partner encourage and reinforce child. 
  10. Set individual goals for child with disabilities (challenging but realistic).

Flexibility General Accommodations

Back-Saver Sit and Reach 

  1. Physically assist a few times to show how to do it correctly. 
  2. Start with easy task for success (e.g., touch knees). Then gradually ask child to move farther down leg. 
  3. Hold for shorter amount of time (e.g., 1-2 seconds), rest, and then repeat. 
  4. Put tape marks on leg as a visual/tactile goal. 
  5. Have a partner encourage and reinforce child. 
  6. Set individual goals for child with disabilities (challenging but realistic).

Shoulder Stretch (Optional test, not reported)

  1. Physically assist a few times to show how to do it correctly. 
  2. Start with easy task for success (e.g., just bring one hand to the lower back and other hand to back of neck). Then gradually ask child to try to reach fingertips of both hands toward each other. 
  3. Hold for short amount of time (e.g., 1-2 seconds), rest, and then repeat. 
  4. Put tape marks on back as a tactile cue for child. 
  5. Have a partner encourage and reinforce child. 
  6. Set individual goals for child with disabilities (challenging but realistic).

Body Composition (optional) General Accommodations

Skinfold Measurement none needed
Body Mass Index (BMI) none needed 

 

Adapted and reprinted with permission from: Suggested Modifications for Children with Disabilities for the FITNESSGRAM. Martin E. Block, Ph.D., Kinesiology Program, University of Virginia.