Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.3
, Sep
t
em
b
e
r
20
15, pp
. 106
~111
I
S
SN
: 225
2-8
8
2
2
1
06
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Looking at th
e Social Acti
vity
for Adolescents with Orthopedic
Impairments
Leslie Bia
s
tro
1
, He
ather
Fr
ank
1
,
Ka
ren
H. La
rwin
2
1
Department of School
Ps
y
c
ho
lo
g
y
,
Youngstown State Univ
ersity, USA
2
Department of Education
Foun
dations
& Research, Youngstow
n
State Univ
ersity
, USA
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
J
u
l 14, 2015
Rev
i
sed
Au
g
20
, 20
15
Accepted Aug 26, 2015
Adolescents with identif
ied orth
opedic
im
pa
irm
e
nts are oft
e
n l
e
ss likel
y
to
parti
c
ipate in so
cial activi
ties o
u
tsid
e of the school setting
.
However, th
e
adolesc
e
nts who
are
abl
e
to
par
t
i
c
ipa
t
e
in a
c
tiv
iti
es have
higher
socia
l
skills
,
m
o
re academ
ic s
u
cces
s
e
s
,
and s
h
ow m
o
re s
a
tis
faction in
their ro
l
e
s
as
fam
i
l
y
member or friend. The aim of
this stud
y
was to look at ado
l
escents with
orthopedic impairments and their level of
par
ticipation in social activ
ities
.
Also looked at
was the adol
escent’s re
port of
a higher l
e
vel of
fulfillm
ent
in
their family
or f
r
iend role if th
ey
partic
ipated in
social ac
tivities
.
Response
s
of adolescents f
r
om a national school-bas
ed sur
v
ey
w
e
re used in the stu
d
y
.
The results rev
e
aled th
at students with
orthopedic impairments were just as
happ
y as
the
i
r p
e
ers
when
the
y
p
a
rticip
at
ed in
s
o
ci
al
act
ivit
ies
.
Keyword:
Adolesce
nts
Life Satisfaction
Ort
h
op
ed
ic Imp
a
irm
e
n
t
s
So
cial Acti
v
ities
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Kare
n H.
Lar
w
in,
Depa
rt
m
e
nt
of
Ed
uc.
Fo
u
ndat
i
ons
&
R
e
searc
h
,
Y
oun
g
s
to
wn
State U
n
iv
er
sity,
USA.
Em
a
il: k
h
l
arwi
n
@
ysu
.
ed
u
1.
INTRODUCTION
Accord
ing
to th
e Ind
i
v
i
duals with
Disab
ilities
Ed
u
cat
io
n
Im
p
r
ov
emen
t Act
(IDEIA) [1
], an
ort
h
o
p
e
d
i
c
im
pai
r
m
e
nt
i
s
“a severe o
r
t
h
ope
di
c im
pa
irment that adversely affects a child'
s
educational
per
f
o
r
m
a
nce. The t
e
rm
i
n
cl
udes i
m
pai
r
m
e
nt
s caused
by
a con
g
e
n
i
t
a
l
ano
m
al
y
,
im
pai
r
m
e
nt
s cause
d by
di
sease
(e.g.,
poliom
y
elitis, bone
tube
rcul
osis), and i
m
pair
m
e
nts
from
other ca
use
s
(e.g., cere
b
ra
l palsy, am
putations,
and fractures or burns that cause cont
r
actur
es)
”
(
p
ar
a. 8)
. C
e
r
e
br
al p
a
lsy
(C
P) i
s
a neur
ol
ogi
cal
di
so
r
d
er
t
h
at
occu
rs i
n
ut
ero
or earl
y
i
n
l
i
f
e. It
affect
s 2.
0
t
o
2.
5 i
ndi
vi
d
u
al
s per
1,
0
00
l
i
v
e bi
rt
hs [
2
]
.
C
P
i
s
charact
eri
z
e
d
b
y
an in
ab
ility
to
m
o
v
e
in
a
co
ord
i
n
a
ted and
p
u
rpo
s
efu
l
way, as it affects
m
u
scle to
ne and
m
o
to
r co
n
t
ro
l
.
Ado
l
escen
t
s
with
ortho
p
e
d
i
c
i
m
p
a
ir
m
e
n
t
s, su
ch as C
P
,
of
ten
attend
reh
a
b
i
litatio
n
cen
ters in
ord
e
r t
o
trai
n
and
strengthe
n
thei
r m
u
scles, and countless program
s
ar
e in place to
help childre
n accli
m
ate to life with a
p
h
y
sical
d
i
sab
i
lity.
Wh
ile m
a
n
y
st
u
d
i
es
h
a
v
e
fo
cu
sed
on
th
e
fun
c
tio
n
a
l
o
r
cog
n
itiv
e asp
ect
o
f
o
r
t
h
op
ed
ic im
p
a
ir
m
e
n
t
s,
less researc
h
has been c
o
nducted rega
rding the social im
pact physical im
pai
r
m
e
nt
s have o
n
an a
d
ol
escent
'
s
life. As sch
o
o
l
p
s
ycho
log
i
sts, u
n
d
e
rstand
ing th
e re
latio
n
s
hip
b
e
tween
inv
o
l
v
e
m
e
n
t
in
so
cial activ
itie
s an
d
feelin
g
s
of
p
o
s
itiv
e self-worth
is in
stru
m
e
n
t
al in
aid
i
n
g
stu
d
e
n
t
s
with
o
r
th
op
ed
ic im
p
a
irm
e
n
t
s. If st
ud
en
t
s
with physical im
pair
m
e
nts
show
si
gns of lonelines
s
or
depressi
on, one m
u
st unde
rs
tand a
n
d
utilize the
researc
h
t
o
dev
e
l
op a
n
d i
m
pl
em
ent
i
n
t
e
rve
n
t
i
ons
t
o
i
m
prove
a st
u
d
e
n
t
’
s sel
f-est
eem
.
Childre
n with disabilities
are m
o
re
lik
ely to have
difficulty participa
ting in activities because
of t
h
eir
lack
of m
o
b
ility [3
].
Th
e d
e
fin
itio
n
o
f
p
a
rticip
atio
n
h
a
s remain
ed
con
s
tan
t
in
m
a
n
y
stud
ies as “i
n
v
o
l
ve
m
e
n
t
in
a life situ
ati
o
n
”
[4
], yet th
e co
n
t
ex
t o
f
the p
a
rticip
a
t
i
o
n vari
es f
r
om
st
udy
t
o
st
udy
. I
m
m
s
[4]
bel
i
e
ves t
h
at
part
i
c
i
p
at
i
o
n i
s
bot
h a s
u
bject
i
v
e an
d
ob
ject
i
v
e e
xpe
ri
ence
,
and
pa
rt
i
c
i
p
at
i
on i
s
key
f
o
r t
h
e
ove
ral
l
heal
t
h
an
d
well-b
e
i
n
g
o
f
a ch
ild
. Lind
say
[5
] d
e
scrib
e
s
p
a
rticip
a
tion
as g
e
ttin
g
life ex
p
e
rien
ces t
h
ro
ugh
po
sitiv
e
p
h
y
sical
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
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2
2
Loo
k
ing
a
t
th
e
S
o
c
i
a
l Activity fo
r Ad
elescen
ts w
ith
Ort
h
op
edic Impa
irmen
t
s (Leslie Bia
s
tro
)
10
7
an
d
m
e
n
t
al so
cial in
teractio
n
s
. In
th
is stud
y, p
a
r
ticip
ati
o
n
will b
e
d
e
fin
e
d
as v
o
l
un
tary in
vo
lv
emen
t in
activities com
p
leted outside
of the
academ
ic setting.
W
i
t
h
the a
d
ve
nt of
IDEIA, c
h
i
l
dre
n
with disa
bilitie
s becam
e
m
o
re visible
within t
h
e wall
s of schools
and class
r
ooms. As
IDE
I
A a
p
proaches t
h
e
40 year m
a
rk,
th
e n
e
ed
s of ch
ild
ren
wit
h
ph
ysical an
d
in
t
e
llectu
a
l
disabilities grow even large
r
, as m
o
re a
n
d m
o
re c
h
ild
ren a
r
e
receivi
ng their e
duc
ation i
n
a
n
i
n
clusive
classroom
.
Though thes
e ch
ild
ren’s edu
catio
n
a
l
n
eeds are b
e
ing
m
e
t, q
u
e
stio
n
s
rem
a
in
abou
t th
e
so
cial
diffic
u
lties that face childre
n,
especia
lly adolescents with
disabilities. Lind
say & McPherson
[5] that chi
l
dre
n
with
d
i
sab
ilitie
s are seen
as less p
o
werfu
l an
d
lack
i
n
g
con
f
i
d
en
ce. Classm
a
t
es lab
e
l
t
h
em
as
d
i
fferen
t
and
th
ey run
th
e ri
sk
o
f
b
e
co
m
i
n
g
so
cially iso
l
ated
wh
ich
affects self-esteem an
d
th
e ab
ility to
m
a
k
e
an
d
k
eep
fri
en
ds
.
Al
so,
Kan
g
et
al
.
[6]
m
e
nt
i
oned t
h
a
t
chi
l
d
re
n
and
adolesce
nts
wi
th orthopedic
im
pair
m
e
nts are often
d
e
p
e
nd
en
t
on fam
i
l
y
m
e
mb
ers fo
r self-care an
d tran
sp
ortatio
n,
wh
i
c
h
m
a
y li
mi
t th
e ch
ild’s abilit
y to
p
a
rticip
ate in
ex
tracu
r
ricu
lar
activ
ities. Ch
il
d
r
en
with
o
r
t
h
o
p
e
d
i
c im
p
a
irmen
t
s who
strug
g
l
e
with
th
e ph
ysical
aspect of t
h
eir lives
m
a
y a
l
so strugg
l
e
em
ot
ional
l
y
, i
f
t
h
ey
do
not
feel
i
n
c
l
ude
d by
t
h
ei
r
peers
.
C
o
n
v
er
sel
y
,
soci
al
part
i
c
i
p
at
i
on wi
t
h
f
r
i
e
nds al
l
o
ws chi
l
dre
n
t
o
de
vel
op m
eani
n
g
f
ul
rel
a
t
i
onshi
ps
and c
o
m
p
et
ent
soci
al
sk
ills [6
]. M
a
n
y
Qu
ality of Life (QOL)
su
rv
eys
h
a
v
e
sh
own
t
h
at child
ren, esp
ecially ad
o
l
escen
ts with
o
r
t
h
op
ed
ic i
m
p
a
irm
e
n
t
s, who
are m
o
re in
vo
lv
ed
with
activ
ities h
a
v
e
m
o
re qu
ality frien
d
s
h
i
p
s
and
are
m
o
re
satisfied
with
t
h
eir liv
es ov
erall.
Adolesce
nce can be a di
fficul
t
time for all childre
n,
b
u
t
it p
r
esen
ts ev
en
m
o
re ch
allen
g
es to
ch
ild
ren
with
p
h
y
sical
d
i
sab
ilities. Ad
o
l
escen
ce is
a ti
m
e
wh
en
y
o
u
t
h
s
are between
b
e
ing
a ch
ild
, yet
n
o
t
qu
ite an
ad
u
lt. Th
ey are th
in
k
i
ng
abo
u
t
who
th
ey are an
d
wh
at
th
ey will b
ecome [2
]. Ado
l
escen
ts with
orth
op
ed
ic
im
pai
r
m
e
nt
s h
a
ve eve
n
m
o
re
di
ffi
c
u
l
t
y
dev
e
l
opi
n
g
a se
ns
e of sel
f
t
h
a
n
t
h
ei
r t
y
pi
cal
l
y
devel
opi
ng
pe
ers [
2
]
.
Due t
o
a lack of m
obilit
y adolescents
with
orthopedic im
pai
r
m
e
nts run th
e
risk of not bei
n
g socially accepte
d
b
y
th
eir p
eers. Accord
ing
to
Lin
d
s
ay
an
d
McPh
erson
[5
] so
cial ex
clu
s
i
o
n
can
cau
s
e
man
y
ill effects su
ch
as
poor academ
ic
perform
a
nce,
disruptive
behavior and the
inability to show
social com
p
etence. In addition to
b
e
ing
so
cially
ex
clud
ed, ado
l
escen
ts run
th
e risk
o
f
b
e
i
n
g
b
u
llied
,
wh
ich
may cau
se an
x
i
ety, d
e
p
r
essi
on
, and
an
o
v
erall lower
q
u
a
lity of life [5
].
Stud
ies
h
a
v
e
sh
own
that p
a
rticip
ation in
activ
ities
resu
lts in b
e
tter
men
t
al
and
p
h
y
s
i
cal
h
eal
t
h
, i
n
cl
udi
n
g
t
h
ose
w
h
o
ha
ve
ort
h
o
p
e
d
i
c
i
m
pai
r
m
e
nt
s [2]
.
A recen
t
lon
g
i
tu
d
i
n
a
l st
u
d
y
l
o
ok
ed
at th
e pred
icto
rs
o
f
p
a
rticip
atio
n
in
l
e
isu
r
e activ
ities o
n
c
e th
e
ch
ild
was
o
f
sch
o
o
l
ag
e. Resu
lts fou
n
d
th
at
so
cial sk
ills a
n
d
m
o
v
e
m
e
n
t
ab
ility as early
as th
e ag
e o
f
2
.
5
are
im
portant predictors in a child’s
w
illingne
ss
to participate in leisure ac
tivities later in lif
e
[3]. Additionally,
th
is research fo
und
th
at
fam
i
ly an
d
env
i
ro
nmen
tal v
a
riab
l
e
s, s
u
ch as
what daycare a
child attends
, c
o
uld ha
ve
a lasting effec
t
on the child’s participation willingne
ss
. Howe
ver, fam
i
lies co
m
m
unicated som
e
restriction
whe
n
it com
e
s to allowi
ng their disa
bled c
h
ild to pa
r
ticipa
t
e in activities. Pare
nts are a
critical com
ponent i
n
g
e
ttin
g
th
eir child
to
p
a
rticip
ate in
so
cial acti
v
ities. Ho
wever, th
ey see th
e li
mita
tio
n
s
th
eir ch
ild
h
a
s and
are
m
o
re ap
t to
restrict p
a
rticip
atio
n. Paren
t
s sh
ou
ld
no
t see so
cial activ
ities as ju
st
p
h
y
sical i
n
n
a
ture.
O
n
e stud
y foun
d th
at a t
h
r
e
e-
w
e
ek
ar
ts-b
ased
in
ter
v
en
tion p
r
og
r
a
m
g
a
v
e
ch
ildr
e
n w
ith
o
r
t
h
op
ed
ic
i
m
p
a
ir
m
e
n
t
s an
in
crease i
n
so
cial sk
ills and em
o
tio
n
a
l awar
en
ess [7
].
Du
e to
th
e
fact th
at
p
a
rticip
ation
plays a
larg
e p
a
rt on
th
e
ch
ild’s quality
o
f
life, Agn
i
ho
tri
et
al.’s research
hig
h
ligh
t
s th
e im
p
o
r
tan
ce
o
f
p
a
ren
t
s
co
nsid
er
i
n
g w
a
ys o
f
im
p
r
o
v
i
ng
p
a
r
ticip
ation
w
h
en
t
h
eir
ch
ild
r
e
n
ar
e youn
g [3
].
Si
m
ilarly, o
n
e
stu
d
y
[8
] ex
amin
ed
th
e
Gro
ss
Mo
to
r F
u
nct
i
o
n C
l
assi
fi
cat
i
on Sy
st
em
(GM
F
C
S
) l
e
vel
s
o
f
ch
ild
ren
with
cereb
ral
p
a
lsy an
d
th
ei
r levels o
f
p
a
r
ticip
atio
n
in
so
cial activ
ities. Th
e ch
ild
ren
with
h
i
g
h
e
r
l
e
vel
s
of i
m
paired m
o
t
o
r f
u
nc
t
i
ons (Le
v
el
I
I
I
,
IV
, an
d V
severity) were foun
d
t
o
b
e
no
t as
activ
e as th
o
s
e
with
lowe
r levels
of im
paired m
o
tor
functio
n
(L
evels I a
n
d II
severity).
It ca
n be
underst
ood that
because
of t
h
e
li
mitatio
n
s
stud
en
ts
h
a
d
with m
o
b
ilit
y an
d
m
o
v
e
m
e
n
t
, st
ud
en
ts with
severity
Lev
e
ls
III, IV,
an
d
V, d
i
d
no
t
p
a
rticip
ate as
m
u
ch
. Resu
lts o
f
t
h
is stud
y also
fo
und
th
at ch
ild
ren
with CP were m
o
re willin
g
an
d
ab
le t
o
p
a
rticip
ate with
p
eers
in
classroo
m
activ
ities
th
at inv
o
l
v
e
d
u
s
ing
t
h
eir co
gn
itiv
e and
b
e
h
a
v
i
oral sk
ills [8
]
.
Stu
d
i
es l
o
ok
ing
at th
e qu
ality o
f
life
o
f
a ch
i
l
d
with
o
r
t
h
op
ed
ic i
m
p
a
irm
e
n
t
s h
a
v
e
fo
und
th
at ch
ildren
are aware
o
f
an
d und
erstan
d
th
eir d
i
sab
ility, yet th
ey ar
e no
t con
cern
e
d
by it as
m
u
ch
as on
e m
i
g
h
t
th
in
k [9
].
Ch
ong
et al.
[9] fou
n
d
t
h
at child
ren with cereb
ral
p
a
lsy h
a
ve th
e sam
e
ratin
g with th
eir qu
ality o
f
life as th
ei
r
p
eers
do
.
Wh
en
loo
k
i
n
g
at t
h
e q
u
a
lity o
f
life o
f
a ch
ild
w
ith
cereb
ral
p
a
lsy, research
foun
d
t
h
at m
a
n
y
o
f
th
em
ex
pressed
th
e n
eed
to
“p
articip
ate an
d
try o
u
t
n
e
w th
i
n
g
s
ev
en
if it requ
ired
ex
tra ad
ju
stm
e
n
t
s” [10
]
.
Li
kewi
se,
Fr
o
n
t
i
n
i
et
al
. [10]
concl
ude
d t
h
at
chi
l
d
re
n
wi
t
h
psy
c
h
o
p
at
h
o
l
o
gi
cal
sym
p
t
o
m
s
, suc
h
as em
ot
i
onal
an
d b
e
h
a
v
i
or
al d
i
sord
er
s, as
w
e
ll as or
thoped
i
c im
p
a
ir
m
e
n
t
s h
a
d
m
o
r
e
o
f
a d
e
si
r
e
to
b
e
p
a
r
t
o
f
a gro
u
p
o
r
activity becaus
e
they felt isolated and wa
nte
d
the s
o
cial
experie
n
ce that their pe
ers
were
havi
ng. Resea
r
ch
has
dem
onstrated that
partaki
n
g i
n
s
o
cial activi
ties allevi
at
ed
m
a
ny
of
t
h
e
p
s
y
c
ho
pat
h
ol
o
g
i
cal
sym
p
t
o
m
s
t
h
at
were
p
r
esen
t an
d
prov
id
ed
the ch
ild
ren
with
a h
i
g
h
e
r
q
u
a
lity o
f
life. In
ad
d
ition
,
ch
ildren
with
o
r
thop
ed
i
c
i
m
p
a
ir
m
e
n
t
s wh
o
p
a
rticip
ated in
m
o
re activ
ities with
th
eir
p
eers
h
a
d
a
h
i
g
h
e
r
q
u
a
lity o
f
life th
an
t
h
o
s
e who
di
d n
o
t
[
1
0]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
06
–
11
1
10
8
Ch
ild
ren
an
d ad
o
l
escen
t
s
with
o
r
t
h
op
ed
ic im
p
a
ir
m
e
n
t
s an
d
p
h
y
sical
d
i
sab
ilities ex
p
e
rien
ce
g
r
eat
er
part
i
c
i
p
at
i
o
n
r
e
st
ri
ct
i
on t
h
an
t
h
ei
r
no
n-
di
sa
b
l
ed pee
r
s,
an
d
chi
l
d
re
n
wi
t
h
c
e
reb
r
al
pal
s
y
s
h
o
w
a
n
e
v
e
n
h
i
ghe
r
rest
ri
ct
i
on rat
e
am
ong di
sa
bl
ed chi
l
d
ren [
4
]
.
C
h
i
l
d
re
n wi
t
h
ort
h
o
p
e
d
i
c
i
m
pai
r
m
e
nt
s st
r
u
g
g
l
e
t
o
part
i
c
i
p
at
e i
n
many of the socially accepted activities
that bond c
h
ildre
n t
oget
h
er, such a
s
contact sports or m
u
sical and a
r
t
p
r
og
ram
s
, as t
h
ese activ
ities are no
t co
ndu
civ
e
to
th
eir
sp
ecific d
i
sab
ility
[6
]. Th
e pu
rpose o
f
th
is study w
a
s
to
assess t
h
e particip
atio
n
i
n
so
cial activ
ities ou
tsid
e
o
f
sch
o
o
l
o
f
ado
l
escen
ts who
id
en
tify th
em
selv
es as
h
a
v
i
n
g
an ortho
p
e
d
i
c im
p
a
irmen
t
an
d to
d
e
termin
e if p
a
rticip
atio
n
i
n
so
ci
al activ
ities h
a
d
a
po
sitiv
e imp
act on
th
e p
h
y
sically i
m
p
a
ired
ado
l
escen
t’s life. Based
on
prev
i
o
us research
, th
is stu
d
y
ex
p
ected
to
find
a p
o
s
itiv
e
co
rrelatio
n
b
e
t
w
een
p
a
rticip
atio
n
in
so
cial activ
ities an
d
rep
o
rted
feelin
gs
o
f
p
o
sitiv
ity
reg
a
rd
ing
o
n
e
’s
life,
b
a
sed
on
th
e presen
ce
o
f
an
o
r
t
h
op
ed
ic i
m
p
a
irm
e
n
t
. Th
e ter
m
s o
r
th
op
ed
ic i
m
p
a
ir
m
e
n
t
, p
h
y
sical d
i
sab
ility,
an
d ph
ysical limita
tio
n
s
were u
s
ed
i
n
terch
a
ng
eab
ly thro
ugho
u
t
t
h
e st
u
d
y
.
2.
R
E
SEARC
H M
ETHOD
2.
1. Par
t
i
c
i
p
a
n
ts
Ad
ol
esce
nt
s sel
f-i
de
nt
i
f
i
e
d a
s
havi
ng a
n
o
r
t
h
ope
di
c i
m
p
a
i
r
m
e
nt
, when
resp
o
ndi
ng t
o
a nat
i
o
nal
su
rv
ey [11
]
. Im
p
a
ir
m
e
n
t
s co
n
s
id
ered fo
r inclu
s
ion
in th
is
in
v
e
stig
ation
i
n
clud
ed d
i
fficulty u
s
in
g h
a
nd
s, arm
s
,
o
r
leg
s
, or an
y
co
m
b
in
atio
n
o
f
th
e three.
Particip
an
ts
wh
o
u
tilize a ca
n
e
, wal
k
er, wheelch
air or scoo
ter as
wel
l
as
have
di
ffi
c
u
l
t
y
i
n
st
andi
ng
o
r
usi
n
g st
e
p
s
were
al
so i
n
cl
ude
d.
Last
l
y
, pa
rt
i
c
i
p
ant
s
w
h
o
re
po
rt
ed
th
em
selv
es as
h
a
v
i
n
g
a ph
ysi
cal d
i
sab
ility
were in
cl
u
d
e
d
.
On
ly stu
d
e
n
t
s who
rep
o
rted h
a
v
i
ng
an
o
r
t
h
op
ed
ic
im
pai
r
m
e
nt
an
d
no
ot
he
r m
e
di
cal
or
m
e
nt
al
heal
t
h
di
ag
n
o
si
s we
re
use
d
i
n
t
h
e st
u
d
y
’
s
f
o
c
u
s
gr
o
up;
ot
her
w
i
s
e
th
e stud
en
t who
h
a
d no
t
repo
rted
ph
ysical d
i
sab
ility was con
s
id
ered as
p
a
rt o
f
th
e con
t
ro
l group
.
2.
2. I
n
str
u
me
nta
t
i
o
n
Th
e so
cial activ
ities reported in
th
e surv
ey
in
clu
d
e
d
weekly p
a
rticip
ation
in ex
ercise,
h
a
ng
ing
ou
t
with
frie
nds
, a
n
d active
sport
s
suc
h
as
base
ball, s
o
ft
ball, s
o
ccer, a
n
d s
w
imming. Lastly, re
ports
on
fe
eling
h
a
pp
y and
ho
pefu
l for th
e
fu
t
u
re, as well as h
a
v
i
n
g
po
s
itive
an
swers reg
a
rd
i
n
g
on
e’s
curren
t satisfaction
with
life were included. In orde
r to m
eas
ure the survey ans
w
ers, all physical
li
mitatio
n
cate
g
ories were gro
u
p
e
d
in
to
a
‘yes’
o
r
‘no
’
ph
ysical li
mitatio
n
respo
n
s
e. Par
ticipatio
n
in
an
y
o
f
th
e fo
ur so
cial activ
ities q
u
e
stio
n
s
was also
cod
e
d as a “yes” o
r
“
n
o
”
respon
se on
so
cial activ
iti
es. Th
e respo
n
ses reg
a
rd
i
n
g
feelin
g
s
and
positiv
e
o
u
tlook
r
e
g
a
r
d
i
n
g on
e’
s cu
rr
en
t satisf
ac
tion
with
life
rem
a
i
n
ed con
tinu
o
u
s
.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
Th
e curren
t
inv
e
stig
ation
ex
amin
es h
o
w
so
cial act
iv
ities affect th
e p
e
rsonalities o
f
stu
d
e
n
t
with
and
wi
t
h
o
u
t
ort
h
op
edi
c
im
pai
r
m
e
nt
s. Tabl
e 1 r
e
prese
n
t
s
t
h
e basic desc
riptive analyses
for current satisfacti
on
with
life and
so
cial activ
ities o
f
stud
en
t
p
a
rticip
an
ts
(n
= 11
87
).
Tab
l
e 1
.
Descrip
tiv
e Data
fo
r Cu
rren
t
satisfactio
n
with
life an
d
So
cial
Act
i
v
ities
Variable
Mean
SD
Skewness
Kurtosis
Cur
r
e
nt Satisfaction with L
i
fe Factor
2.
12
0.
62
0.
32
0.
66
Social Activities F
actor
2.51 0.76
-1.49 1.56
As ind
i
cated
i
n
Tab
l
e 1, curren
t
satisfactio
n
w
ith
life an
d
so
cial activ
ities d
a
ta are n
o
rm
all
y
di
st
ri
b
u
t
e
d ac
r
o
ss t
h
e t
w
o
g
r
o
u
p
s. T
h
e s
k
ew
ness a
n
d ku
rt
osi
s
a
r
e i
n
t
h
e no
rm
al
r
a
nge
(|
2.
0|
an
d |
5
.
0
|
resp
ectiv
ely). Th
e b
a
sic b
r
eak
down
of
t
h
e g
r
ou
p
and
frequ
en
cy
of so
cial activ
ities o
f
the stud
ies
p
a
rticip
an
ts
(
n
=
1
176
)
is pr
ov
id
ed
i
n
Table 2
.
Tab
l
e 2
.
B
r
eakd
o
wn
o
f
Orthop
ed
ic
im
p
a
irmen
t
,
So
cial Activ
ities, and
C
u
rren
t satisfacti
o
n
with
life
Orthopedic i
m
pairm
e
nt
Social
Activities
Frequency
of Response
No
Not at all
27
1-
2
tim
e
s
82
3-
4
tim
e
s
254
5 or
m
o
r
e
tim
e
s
704
Yes
Not at all
3
1-
2
tim
e
s
19
3-
4
tim
e
s
28
5 or
m
o
r
e
tim
e
s
59
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Loo
k
ing
a
t
th
e
S
o
c
i
a
l Activity fo
r Ad
elescen
ts w
ith
Ort
h
op
edic Impa
irmen
t
s (Leslie Bia
s
tro
)
10
9
C
u
r
r
ent
sat
i
s
fa
ct
i
on wi
t
h
l
i
f
e
of t
h
e res
p
on
d
e
nt
s has
n
o
rm
al
l
e
vel
s
of
ske
w
nes
s
an
d
ku
rt
osi
s
(
.
3
2
a
n
d
.66
resp
ectiv
ely). Th
e
Lev
e
ne’s test
o
f
equality o
f
v
a
ri
ance ind
i
cates that th
ere are no
sig
n
i
fican
t
d
i
fferen
ces
in
th
e v
a
rian
ce acro
ss th
e group
m
e
m
b
ersh
ip
and
so
cial
activ
ities,
F (
7, 1
1
6
8
)
= 6.
41
,
p>
.0
1, t
h
e
r
ef
or
e
hom
oge
nei
t
y
o
f
vari
ance
i
s
de
em
ed t
e
na
bl
e.
Th
e test of
betw
een
sub
j
ects ef
f
ects ind
i
cates a sig
n
i
fican
t in
ter
actio
n
ef
f
ect
b
e
t
w
een
gr
oup
me
m
b
ersh
ip
an
d
p
a
rticip
ation
in
so
cial activ
ities o
n
th
e
cu
rren
t satisfact
io
n
with
life facto
r
is sig
n
i
fi
can
t,
F
(3
, 11
6
8
) = 3.
34
,
p =.
02
,
partia
l
η
² = .01.
Exam
i
n
at
i
on of t
h
e g
r
a
phi
c
a
l
depi
ct
i
on (F
i
g
u
r
e 1) o
f
t
h
i
s
dat
a
reveal
s
t
h
at
t
h
ere i
s
a
di
ffe
r
e
nce
bet
w
ee
n
st
ude
nt
s
w
h
o
di
d
n
o
t
have
a p
h
y
s
i
cal
l
i
m
i
t
a
t
i
on an
d
di
d
n
o
t
p
a
rticip
ate in so
cial activ
ities (
M
= 2.29
,
sd
= .
6
1
)
a
n
d
st
u
d
ent
s
w
h
o
di
d
have
a
phy
si
ca
l
l
i
m
i
t
a
t
i
on an
d
di
d
n
o
t
p
a
rticip
ate in
so
cial activ
ities (
M
= 1.33
,
sd
=
.
58)
an
d th
e
i
r
cu
rr
en
t
sat
i
sfactio
n
with
life.
Fig
u
re
1
.
Reported
Mean
o
f
Cu
rren
t
Satis
fact
io
n
with
Life an
d So
cial Acti
v
ities
A
s
i
n
d
i
cated in Figu
r
e
1, a Bon
f
er
on
i an
alysis
re
veals
a
significant differe
n
ce betwee
n stude
nts
who
p
a
rticip
ate in
so
cial activ
itie
s 3
-
4
ti
m
e
s a
week
an
d
w
ho p
a
rticip
ate in
so
cial activ
itie
s 5
o
r
m
o
re times a
week
(
Md
=
.12,
p
= .
0
4).
There
was
n
o
si
gni
fi
ca
nt
di
f
f
e
rence
wi
t
h
t
h
e “not
at
al
l
”
gr
o
up
d
u
e t
o
sm
al
l
num
bers o
f
par
t
i
c
i
p
ant
s
.
Based
on
th
e statistica
l
resu
lts, it was fo
und
th
at
stud
en
ts
w
ith
or
t
h
op
ed
ic i
m
p
a
irm
e
n
t
s, who
p
a
rticip
ated
i
n
o
n
e
o
r
m
o
re activ
ities th
ro
ugho
u
t
th
e
w
eek, rep
o
rted
m
o
re p
o
s
itiv
e
feeling
s
of self-wo
r
t
h
and
hap
p
i
n
e
ss. St
u
d
ent
s
wh
o
di
d n
o
t
ha
ve a
n
y
rep
o
r
t
e
d o
r
t
h
ope
di
c i
m
p
a
i
r
m
e
nt
ret
a
i
n
ed t
h
ei
r fe
el
i
ngs
o
f
h
a
pp
in
ess an
d
self-worth
,
ev
en
with
ou
t
p
a
rti
c
ip
atin
g
i
n
so
ci
al activ
ities.
4.
DIS
C
USSI
ON
As dem
onst
r
at
ed by
t
h
e
res
u
l
t
s
, t
h
e m
o
re act
i
v
e a st
ude
nt
i
s
, t
h
e
hap
p
i
e
r t
h
ey
re
po
rt
bei
n
g,
no m
a
t
t
e
r
t
h
ei
r gr
o
up m
e
m
b
ershi
p
. T
h
e
curre
nt
i
nvest
i
g
at
i
on re
veal
s
t
h
at
st
udent
s wi
t
h
ort
h
o
p
e
d
i
c
im
pai
r
m
e
nt
s were
h
a
pp
ier th
an
their p
eers
with
ou
t o
r
t
h
op
ed
ic li
m
i
tatio
n
s
. Ho
weve
r, t
h
ese
re
sul
t
s
m
u
st
be consi
d
ere
d
i
n
l
i
ght
o
f
the m
easurem
e
n
ts
prese
n
t in the st
udy.
Th
e
ph
ysical measu
r
em
en
t v
a
riab
le w
a
s a co
m
b
in
atio
n
o
f
v
a
riou
s
physical d
i
sab
ilities fro
m
th
e
o
r
t
h
op
ed
ic imp
a
irm
e
n
t
sectio
n of t
h
e
q
u
e
stio
n
s
. Th
is
v
a
riab
le, on
ce com
p
i
l
ed
tog
e
th
er,
was ch
an
g
e
d to
two
answ
ers:
t
h
e i
n
di
vi
d
u
al
i
ndi
ca
t
e
d “y
es”
or
“
no”
t
o
ha
vi
n
g
any
of
t
h
e
p
h
y
s
i
cal
l
i
m
i
t
a
t
i
on. A
l
i
m
i
t
a
t
i
on t
o
t
h
i
s
v
a
riab
le was th
at th
e ex
ten
t
o
f
th
e
stud
ent’s ph
ys
ical ha
ndica
p
was
unknown, the
r
efore t
h
e se
ve
rity, for
exam
ple, of a limita
tion such as
cereb
ral
pal
s
y
,
i
s
not
kn
ow
n. T
h
er
efo
r
e, t
h
e sel
f
-re
po
rt
ed
ort
h
ope
di
c
im
pai
r
m
e
nt
s coul
d vary
i
n
s
e
veri
t
y
and m
a
y
have an
effect o
n
resu
lts. Co
n
s
i
d
ering
th
e sev
e
rity of th
e
o
r
t
h
op
ed
ic im
p
a
irm
e
n
t
s sh
ou
ld
b
e
in
corpo
r
at
ed
in
t
o
fu
t
u
re research.
Th
e
so
cial act
iv
ities
m
easu
r
e
m
en
t v
a
riab
l
e
was a co
mb
in
ation
o
f
activ
ities th
e stu
d
e
n
t
cou
l
d
part
i
c
i
p
at
e i
n
t
h
r
o
ug
h
out
t
h
e
week
. The
va
ri
abl
e
di
d
n
o
t
di
f
f
ere
n
t
i
a
t
e
bet
w
een st
u
d
e
n
t
or
g
a
ni
zat
i
ons
or s
c
ho
ol
sp
orts, an
d
m
o
st o
f
th
ese were tea
m
activ
iti
es, su
ch
as
ska
t
eboa
rdi
n
g
,
ba
sket
bal
l
,
ka
rat
e
, et
c. Whi
l
e
st
ude
nt
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
06
–
11
1
11
0
with
a h
i
gh
er sev
e
rity lev
e
l
m
a
y
n
o
t
p
a
rt
icip
ate in
co
n
t
act sp
o
r
ts, th
ey co
u
l
d
still
b
e
activ
e in
stu
d
e
n
t
or
ga
ni
zat
i
ons s
u
ch as
Key
C
l
ub
, St
u
d
e
n
t
C
o
unci
l
,
et
c. T
h
e
anal
y
s
i
s
was not
a
b
l
e
t
o
di
st
i
n
g
u
i
s
h a
di
ffe
rence
bet
w
ee
n act
i
v
e
sp
ort
s
, st
ude
n
t
or
gani
zat
i
o
ns
, o
r
h
o
bbi
es,
so
fu
rt
h
e
r
research
is
n
e
ed
ed
to
d
e
term
in
e wh
ich
activ
ities
m
a
y
cau
se a stud
en
t
with
an
orthop
ed
ic im
p
a
ir
men
t
th
e greatest feelin
g
s
o
f
p
o
sitiv
ity
to
wards th
eir
life.
As f
o
u
n
d
i
n
t
h
e p
r
evi
o
u
s
re
search
, t
h
e st
ude
nt
s i
n
ou
r
st
udy
w
ho
h
a
d o
r
t
h
ope
di
c
im
pai
r
m
e
nt
s
ex
pr
essed
a level o
f
h
a
pp
in
ess th
at w
a
s co
nsisten
t
w
ith
th
ei
r p
eer
[1
0
]
.
O
u
r r
e
sear
ch
f
ound
th
at th
e
ph
ysicall
y
i
m
p
a
ired
stud
en
ts wh
o
were
ab
le to
tak
e
p
a
rt in
so
cial activ
ities alo
n
g
side th
eir ab
le bod
ied
th
eir
p
eers were
ab
le to
rep
o
rt hig
h
e
r lev
e
ls
of
h
a
pp
in
ess in their liv
es.
Ov
erall, th
e statistical ev
id
en
ce in th
is stud
y su
ppo
rted
t
h
e
resea
r
c
h
hy
pot
hesi
s of
t
h
e cur
r
ent
i
nve
st
i
g
ation as
well
as earlier
resea
r
ch [9], [10].
5.
CO
NCL
USI
O
N
The c
u
r
r
ent
i
nve
st
i
g
at
i
on
f
o
u
n
d
t
h
at
st
u
d
ent
s
wh
o
ha
d an
ort
h
ope
d
i
c im
pai
r
m
e
nt and
re
po
rt
ed
p
a
rticip
ating
i
n
so
cial activ
ities with
t
h
eir
p
eers repo
rt
ed b
e
i
n
g as
h
a
pp
y as t
h
eir
p
e
ers.
Th
e m
o
re often
a
stu
d
e
n
t
p
a
rticip
ated
i
n
a
so
ci
al activ
ity, th
e
h
i
gh
er th
e
reported
lev
e
l of
h
a
p
p
i
n
e
ss.
Fut
u
re resea
r
c
h
sh
oul
d co
nsi
d
er i
f
di
f
f
ere
n
t
t
y
pes of soci
a
l
act
i
v
i
t
i
e
s hav
e
a di
ffere
nt
i
a
l
im
pact
on
st
ude
nt
s cu
rre
nt
sat
i
s
fact
i
on
wi
t
h
l
i
f
e. A
d
di
t
i
onal
l
y
, rese
arch s
h
o
u
l
d
be
con
d
u
c
t
e
d i
n
or
der t
o
i
nve
st
i
g
at
e
wh
at so
cial activ
ities
may
b
e
b
e
st su
ited
fo
r stud
en
ts with
o
r
thop
ed
ic
i
m
p
a
ir
m
e
n
t
s.
Sp
ecific orthop
ed
ic
im
pai
r
m
e
nt
s (s
uch
as ce
reb
r
al
pal
s
y
,
am
put
a
t
i
ons,
o
r
bo
ne
t
ube
rcul
osi
s
, et
c.) m
a
y
be l
o
o
k
ed
at
i
n
di
vi
du
al
l
y
,
and
how s
p
eci
fic im
pair
m
e
nts affect s
o
cial activity and f
eel
i
ngs o
f
hap
p
i
n
ess
.
Fi
n
a
ll
y, th
e sev
e
rity of
a
stude
nt’s ort
h
opedic or physic
a
l
disa
bility shoul
d be e
x
am
ined a
n
d com
p
ared
t
o
pa
rticipation in activities a
nd
feel
i
ngs
o
f
ha
p
p
i
n
ess
.
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NC
ES
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m
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oot%2Cregs%2C300%2CA%2C300%252E8%2Cc%2C8
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i
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eir s
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gnihotri, S
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r
a
y
, J
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t
oni
o, A
., P
o
la
ta
jko,
H
., Cam
e
ron, D
.
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i
s
e
m
a
n-H
a
ke
s
,
C., K
e
igh
t
l
e
y,
M
., “
T
w
o
cas
e
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y
ev
alu
a
tio
ns of an arts-based
social skills interven
tion
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cents
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d brain disorder”,
Developmen
tal
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t
i
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vo
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.
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S
c
henker, R.
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o
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t
er, W
., P
a
rus
h
, S
., “
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articip
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i
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e
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[9]
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a
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a
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[10]
Frontini, R., Crespo, C., Carona, C. C
a
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rro,
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eal
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d qua
lit
y
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lat
e
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l
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e
n
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ebra
l pa
l
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l
orator
y s
t
or
y”
,
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en
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l. 2
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J
ERE
I
S
SN
:
225
2-8
8
2
2
Loo
k
ing
a
t
th
e
S
o
c
i
a
l Activity fo
r Ad
elescen
ts w
ith
Ort
h
op
edic Impa
irmen
t
s (Leslie Bia
s
tro
)
11
1
BIOGRAP
HI
ES OF
AUTH
ORS
Leslie Biastro
,
M.Ed. earned h
e
r B.A. in Ch
ild Development an
d Educ
ation fro
m Washington
and Jefferson Co
lleg
e
in 2005
. W
h
ile
teaching
at th
e elementar
y
level for 8
y
e
ars, s
h
e acquired
a M.Ed.
in Cur
r
iculum and Ins
t
ruction
from Gannon University
. A M.Ed.
in
Interven
tion
Services was ear
n
ed in 2015 fro
m Youngstown
Stat
e Univ
ersity
, where she is a s
t
udent
in the
School Psy
c
holo
g
y
Program.
She is currently
an
Academic Support Speci
alist at
the Marion
G. Resch Cen
t
er
for Student Pro
g
ress at Youngstown State Univ
ersi
ty
and sits as
secretar
y
for
the stud
ent o
r
ganization of
th
e S
c
hool Ps
y
c
holog
y
Progr
am.
Heather
F
r
ank,
M
.
Ed.
,
re
ce
ived
her M
a
s
t
er’s
D
e
gree
in Edu
c
a
t
i
on in Int
e
rvent
i
o
n
S
e
rvices
in
2015 at Youngstown State University
and her
Bachelor’s of Science in Edu
cation fro
m
Ashland Univer
sity
in
2012.
S
h
e is
curren
t
ly
a studen
t
in
Yo
ungstown State
University
’s
School Ps
y
c
ho
lo
g
y
Program. She hopes to
work w
ith studen
t
s
with disabilities, with a focus
with students w
ho live
in low s
o
cio-economic h
o
mes. Heather
is currently
a member of the
Youngstown Association of S
t
udent Schoo
l
Psy
c
hologists,
Ohio School Ps
y
c
holog
ists
Association, and
the National Asso
ciation
of
Sch
ool Ps
y
c
ho
logists.
Karen Larwin, PhD. acquired her Ph.D. f
r
om
Kent
S
t
at
e Univers
i
t
y
i
n
Evaluat
i
on,
Measurement, and
Statisti
cs in 2
007. She cu
rrently
serves as
a pr
ofessor at Youn
gstown State
Universit
y
. Dr.
Larwin has par
t
i
c
ipa
t
ed as th
e
ev
alua
tor on m
u
lti
ple fed
e
ral
and s
t
at
ewide gran
t
supported projec
ts over the past
decad
e. Her pri
m
a
r
y
te
ach
ing focus is in the ar
ea of resear
ch
methods, quantitativ
e methods, eval
uation, and measurement.
S
h
e
is curr
ently
a Chair for
the
American
Evalu
a
tion
Associatio
n’s Quantit
ativ
e
Methods: Th
eor
y
and D
e
sign TI
G.
Evaluation Warning : The document was created with Spire.PDF for Python.