Fostering and Sustaining a Community-Academic Partnership to Promote Health Enhancing Physical Activity in Young Adults with an Intellectual Disability

Introduction: Persons diagnosed with an intellectual disability (ID) are less likely to engage in physical activity (PA) and more prone to obesity and developing chronic diseases related to physical inactivity than persons without ID. Purpose: This study describes the methods used to engage young adults with and without an ID in the community participatory processes of planning, implementing, evaluating, and sustaining a peer-driven intervention to promote health-enhancing PA in young adults with ID. Methods: Persons with an ID, their families, school administrators, and educators recognized a need for increased PA and approached researchers for assistance. Community-academic partners worked to shape, deliver, and evaluate a PA intervention relevant to the needs and culture of the community. The ecological approach to health promotion, guided via the PRECEDE-PROCEED model, facilitated the participatory process. Key elements included: community-driven participation; comprehensive evaluations; development and delivery of theory-based PA interventions; training peer mentors; improved access to facilities; and continued health advocacy with policy makers to support sustainable community-academic collaboration. Results: County school administrators, an inclusive school for persons with ID, educators, caregivers, three university academic departments, and numerous graduate and undergraduate university students formed a CAP in 1987 that continues to date in 2011. This CAP has implemented 46 pre- and post-tested PA interventions during this time, and has produced significant improvements in health outcomes for each program delivered. Conclusion: Community Academic Partnerships are an effective and economical approach for sustainable health programming to increase PA and improve health outcomes in young adults with an ID.