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APHA Scientific Session and Event Listing

Jana J. Peterson, MPH, John B. Lowe, DrPH, FAHPA, FAAHB, and Faryle Nothwehr, MPH, PhD. Department of Community and Behavioral Health, University of Iowa, 1215 Westlawn, Iowa City, IA 52242, 319-335-8332, jana-peterson@uiowa.edu

Utilizing a focus group format, perceptions of social support by adults with intellectual disabilities living in supported living environments were studied as part of a larger study of social and environmental physical activity correlates among this population. Three focus groups were conducted with 12 total participants. Focus groups focused on general social support and social support for physical activity.

Participants described social support from four different groups, including family, staff, friends/roommates with disabilities, and friends/community supports without disabilities. Emotional social support was the most common form described, perceived by participants as delivered by all four groups. Participants also described instrumental support, primarily the provision of money and transportation, from family, staff, and friends/community supports without disabilities.

When participants were asked about social support for physical activity specifically, few examples were given. While focus group participants described participating in both sedentary activities and physical activities, activities done with roommates with disabilities were primarily sedentary. The majority of participants described little social support for physical activity, and the support they did describe came primarily in the form of prompting or encouragement from staff. Participants in all focus groups described a strong sense of autonomy around the area of physical activity, emphasizing willpower, self-motivation, and personal interest as primary determinants of their physical activity. Many stressed that activity is a personal decision, not controlled by others. Implications of these reported perceptions for future research and health promotion practice will be discussed.

Learning Objectives: At the conclusion of the session, the participant (learner) in this session will be able to

• Describe the social support perceptions of adults with intellectual disabilities living in supported living environments, and these social support perceptions vary by supportive group.
• Discuss the perceptions of social support for physical activity behavior by adults with intellectual disabilities living in supported living environments.
• Apply social support perceptions of adults with intellectual disabilities to research and health promotion practice.

Presenting author's disclosure statement:

Not Answered