A) Tangela has Pervasive Developmental Disorder, which is an umbrella term to include 5 disorders that are characterized by delays in development, especially in socialization and communication. As a psychology major I was at first confused by the fact that I had never heard of PDD, however, once I researched I came to the understanding that PDD is not a diagnosis, but rather a category that includes autism. With any developmental disorder, there is a huge variety of ability/severity from person to person, so before meeting her I wasn't exactly sure what to expect. The following are criteria from the DSM-5 for a diagnosis of Autism Spectrum Disorder that I have noticed in Tangela: 

However, I don't notice many criteria met from Criteria B of the DSM which includes restricted, repetitive patterns of behavior, interests, or activities. She doesn't display any limited language or fixated interests in a particular area. She talks about her job, which skills are her favorites, enjoying animals, and what activities her past week was filled with. With many with an autism diagnosis you may notice that it is difficult to change the subject from their fixated interest, for example, if a student's fixated interest is Disney movies, then they may ignore questions not related to Disney movies, or answer and quickly shift the conversation back to Disney movies. But throughout my time with Tangela, I have not noticed her having one specific interest. 

Here are a few things that I found were helpful when working with Tangela: 

B) There are no physical immobilities that are results of PDD, however, those with this disabilities in this category often rock, pace, wring hands, and other physical self stimulations. Tangela does not appear to have any of these symptoms. Tangela had the most difficulty with skills that included jumping and balancing. Nevertheless, she was still willing to try and recollect herself if she got off-balance to continue the skill. She also seemed to get overwhelmed when asked too many detailed questions at once if she was not given time to think of her answer. So asking simple questions one at a time was helpful in those situations.

C) We never got to meet Tangela's caretakers because they were not the ones who dropped her off at the sessions, but the info sheet we received before we met her was helpful in guiding realistic expectations and ways that we could make sure that she got the most out of each skill. The most useful information that we received once we met Tangela just by being around her and learning from her. Above in criteria A I listed things that I had to do or learn to adapt to Tangela.

Part 2 -- Fitness

A) https://search.proquest.com/docview/1311944473?accountid=11667&imgSeq=1 

My chosen article was a survey taken of 28 college males with physical and sensory disabilties in which they were asked about how powerful the impact of being involved in physical activities has been in their lives and for their self-perception. According to the authors on their findings, "Responses indicated activity participation is associated with three empowerment outcomes that individuals with disabilities often have limited opportunities to achieve: a) perceived competence as a social actor, b) facilitation of goal attainment, and c) social integration" (Blinde & Taub, 181). Their research reflects our goal to not only make physical improvements in the lives of those with disabilities, but to also increase their perceived self-esteem and social interaction confidence. For me, this article confirms that what was done during Hoops and Dreams and what I want to pursue as a career, a Therapeutic Horsemanship Instructor, is impactful and important. As a disability studies minor, I have been exposed to the oppression, struggles, and daily hardships that those with disabilities and their caretakers face. And if I have the opportunity to improve their lives, their self esteem, and their physical abilities, then I am making a huge difference that I can be happy with. 

B) Throughout the course I referred to our class textbook for any questions I had on how to better help Tangela. I mostly used the section of intellectual disabilities and how to adapt our lessons and instruction to her. 

This is what we found that best worked for Tangela:   

C) According to the authors at NCHPAD.org there are four main benefits of fitness for those with developmental disabilities, "1. Improve health; 2. Reduce negative behaviors; 3. Enhance social behaviors; 4. Improve self esteem." 

During our time with Tangela, I saw the benefit of physical activity in each of these four areas. 

Physical activity is important for all populations to continue into adulthood, but for those with developmental disabilities it is increasingly important. The authors of NCHPAD conclude that, "Productive and safe use of leisure time, a significant need in these children, often depends upon adequate physical capabilities. In many children, their capacity for physical work exceeds their abilities in other areas. So maintaining health, strength, and endurance increases the likelihood of eventually contributing to the workforce." 

By incorporating physical activity into their daily routine, we are increasing their chances of entering the workforce and contributing to their own health, wealth, happiness, and success. 

D) For families and caregivers who want to keep their loved one with a disability active and engaged, disabledsportsusa.org is a great source to find disability adaptive activity opportunities near you. The closest one to Harrisonburg is Therapeutic Adventures in Charlottesville, only about an hour drive away.  

Within Therapeutic Adventures there are two different program options: Therapeutic Adventures and IndependencePlus Adaptive Sports.  

 

American Psychological Association. (2013). Diagnostic and Statistical Manual of Mental Disorders. 5th Edition. Washington, D.C.

Appendix B -- Part 2
Blinde, E., & Taub, D. (1999). Personal empowerment through sport and physical fitness activity: Perspectives from male college students with physical and sensory disabilities. Journal of Sport Behavior, 22(2), 181. Retrieved from https://search.proquest.com/docview/1311944473?accountid=11667

Block, M. (2016). A Teacher's Guide to Adapted Physical Eduction. Brooks Publishing. 4th Edition, 157. 

NCHPAD. Intellectual Disabilities and Fitness. The Board of Trustees from the University of Alabama. Retrieved from https://www.nchpad.org/120/931/Intellectual~Disabilities~~~Fitness

https://www.disabledsportsusa.org/chapter/therapeutic-adventures/ 

https://taonline.org/v2/index.php/our-programs/independenceplus-adaptive-sports/