ADAPTED PHYSICAL ACTIVITY QUARTERLY, 1988, 5, 44-48

Modification of Student Attitudes Toward Disabled Peers

C. Craig Stewart Montana State University

This study set out to determine the effects of two disabled university stu- dents on the attitudes of students in a weight training class. University stu- dents enrolled in two general weight training classes agreed to participate in this study. They were administered the Attitude Toward Disabled Persons scale at the start and finish of a university quarter (10 weeks). Two physical- ly disabled university students agreed to be integrated into one of the classes. T tests and an analysis of covariance revealed a significant improvement in the attitudes of students who were in the weight training class with the dis- abled students. Implications for systematic practicum experience for majors in areas that would have future contact with disabled populations was dis- cussed. Peer interaction appears to have a positive significant effect on the attitudes of nondisabled students toward disabled individuals.

An individual's attitudes exhibit his or her tendency to respond in a certain way to a given situation (Triandis, 1971). In the professions that regularly inter- act with physically disabled individuals, the attitudes of professionals can affect the quality of life, self-concept, and degree of general acceptance of those individ- uals by others. Donaldson (1980) reviewed the efforts of numerous researchers in determining the factors that contribute to attitudes toward disabled individuals and, after examining attempts to modify existing attitudes of nondisabled individu- als toward disabled populations, found limited specific information. Of the methods reviewed, direct and indirect contact with disabled individuals were identified as valuable and worthy of future research. Donaldson stated that although con- tact itself did not guarantee enhanced attitudes toward disabled persons, there was a greater chance of positive attitudinal changes if the disabled and nondisa- bled populations were of equal social status and similar age.

Kisabeth and Richardson (1985) reported the effects of one physically dis- abled student on the attitudes of members of a university racquetball class. After integrating the disabled student for 2 hours a week for 15 weeks, the authors found significant changes in the attitudes of nondisabled students. Although there

Request reprints from Dr. Craig Stewart, Department of Health and Human Develop- ment, Marga Hosaeus Complex, Montana State University, Bozeman, MT 59717.

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46 Stewart

Instrumentation and Research Design The ATDP (Yuker et al., 1966) was administered to both weight training classes on the second day of class. It is a highly reliable measurement tool that uses a Likert scale to determine attitudes toward the disabled. Split-half equivalence relia- bility has been reported from + .73 to + .89 on this scale (Yuker et al., 1966). Form A was used which required students to respond to 30 statements about dis- abled persons, then a single attitudinal score was calculated. Scores on this form can range from 0 to 180, the higher scores reflecting positive attitudes.

Speakman and Hoffman (1979) examined respondents' ability to fake re- sponses on the ATDP. The authors were concerned that students could fake a positive attitude toward disabled persons by responding incorrectly. They found it extremely difficult to fake responses on this measurement tool even when the subjects were instructed to falsely create a positive attitude score. Procedures All of the students involved in the study were informed of its purpose, since it was felt that students in the weight training classes had the right to know. It was felt that the work of Speakrnan and Hoffman (1979) established that even if the subjects knew the reason they were taking the attitudinal scale, they could not create a false score.

The disabled students were integrated into one of the weight training classes, and individualized weight training programs were designed and implemented for them. Since both classes emphasized individualized weight training programs for all students, the only differences in the programs for the disabled students were the lack of lower body exercise and the need for assistance in getting free weights from the racks.

The students in both classes reported to class and received their daily workout routines. They proceeded with their workouts at their own pace, with assistance from the instructor if needed. At the end of the 10-week academic quarter, the ATDP scale was administered again to both weight training classes. This process was accomplished at the same time that class evaluations were administered so that all students were involved in a writing task.

A pretest, posttest, nonrandornized research design was used. Leedy (1980) identified this quasi-experimental design as one of the strongest and most widely used in the behavioral sciences. Individual students' t tests were calculated be- tween the within-group and pre- and posttest scores. An analysis of covariance with the pretest scores as the covariate was used to determine differences be- tween the groups.

Results Descriptive statistics, individual t tests, and an analysis of covariance (ANCO- VA) with the pretest as the covariate were calculated for the pre- and posttest ATDP scores. Within-group pre- and posttest scores were significantly different for the experimental group (pre M = 133.88, SD = 18.63; post M = 148.8, SD = 13.93, t[18] = 2 . 4 8 , ~ < .05), but not the control group (pre M = 118.1,

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48 Stewart

contact with the rest of the group. Racquetball classes require isolation into small groups for play. Although there was never competition between individuals in the weight training classes, there was never a class period in which the disabled students were isolated from any of the nondisabled students. The constant ex- posure to the physically disabled students involved in similar weight training rou- tines could have been the reason for the greater impact on the nondisabled students in this study.

Peer interaction was certainly effective in this study. It resulted in signifi- cant improvements in attitudes even though initial scores on the ATDP scale were high. The results of this study also imply that the nature of the task and its en- vironment may be an additional factor in the modification of nondisabled stu- dents' attitudes toward the disabled. Educators who are responsible for preparing future professionals in physical education, physical therapy, recreation, and re- habilitation should be concerned with attitudinal changes. Careful planning and implementation of practicum experiences are essential. In the past, some practi- cum experiences with disabled individuals were randomly selected and assigned, involving integration with disabled children more than disabled peers. It would appear that systematic practicum assignments involving disabled and nondisabled peers at the university level could have a significant impact on the attitudinal modification of future professionals.

Horne (1985) stated that attempts to determine methodologies that would facilitate positive attitudinal changes are important but difficult tasks. There is no clear understanding about how best to develop positive attitudes among preser- vice professionals. Further investigation of the effects of peer interaction in numer- ous environments within the university setting would be beneficial.

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persons. Rehabilitation Counseling Bulletin, 12, 168-170. Berrol, C. (1984). Trainee attitudes toward disabled persons: Effect of a special physical

education program. Archives of Physical Medicine and Rehabilitation, 65,760-765. Donaldson, J. (1980). Changing attitudes towards handicapped persons: A review of re-

search. Exceptional Children, 46, 504-514. Donaldson, J., & Martinson, M. (1977). Modifying attitudes toward disabled physically

disabled persons. Etceptional Children, 43, 339-341. Haney, M., & Rabin, B. (1984). Modifying attitudes toward disabled persons while re-

socializing spinal cord injured patients. Archives of Physical Medicine and Rehabili- tation, 65, 43 1-436.

Home, M. (1985). Attitudes toward handicapped students: Professional, peer andparent reactions. Hillsdale, NJ: LEA Pub.

Kisabeth, K., & Richardson, D. (1985). Changing attitudes toward disabled individuals: The effect of one disabled person. Therapeutic Recreational Journal, 19(2), 24-33.

Leedy, P. (1980). Practical research: Planning and design. New York: Macmillan. Speakman, H., & Hoffman, C. (1979). The "fakeability" of the attitudes toward the

disabled person scale: Form B. Physical Therapy, 59, 866-868. Triandis, H. (1971). Attitude and attitude change. New York: Wiiey & Sons. Yuker, H., Block, J., & Younng, J. (1966). The measurement of attitudes toward the

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