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 students on the attitudes of students in a weight training class. University students 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 physically 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 disabled students. Implications for systematic practicum experience for majors
in areas that would have future contact with disabled populations was discussed. 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 interact with physically disabled individuals, the attitudes of professionals can affect
the quality of life, self-concept, and degree of general acceptance of those individuals 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 individuals 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 contact itself did not guarantee enhanced attitudes toward disabled persons, there
was a greater chance of positive attitudinal changes if the disabled and nondisabled populations were of equal social status and similar age.
Kisabeth and Richardson (1985) reported the effects of one physically disabled 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 Development, Marga Hosaeus Complex, Montana State University, Bozeman, MT 59717.

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Stewart

46

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 reliability 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 disabled 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 responses 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 between the within-group and pre- and posttest scores. An analysis of covariance
with the pretest scores as the covariate was used to determine differences between the groups.

Results
Descriptive statistics, individual t tests, and an analysis of covariance (ANCOVA) 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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Stewart

48

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 exposure to the physically disabled students involved in similar weight training routines 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 significant 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 environment may be an additional factor in the modification of nondisabled students' attitudes toward the disabled. Educators who are responsible for preparing
future professionals in physical education, physical therapy, recreation, and rehabilitation should be concerned with attitudinal changes. Careful planning and
implementation of practicum experiences are essential. In the past, some practicum 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 preservice professionals. Further investigation of the effects of peer interaction in numerous environments within the university setting would be beneficial.

References
Anthony, W. (1969). The effect of contact on an individual's attitude toward disabled
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 research. 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 resocializing spinal cord injured patients. Archives of Physical Medicine and Rehabilitation, 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
disabled person. Albertson, NY: Human Resources Center.