Relevant bibliographies by topics / Adapted physical educatin

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Adapted physical educatin'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Adapted physical educatin"

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Block, Martin E., and Philip Conatser. "Consulting in Adapted Physical Education." Adapted Physical Activity Quarterly 16, no. 1 (1999): 9–26. http://dx.doi.org/10.1123/apaq.16.1.9.

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The purpose of this paper is to broaden the knowledge base regarding consulting in adapted physical education (APE). First, a definition and key characteristics of consulting are discussed. Second, a review of theoretical foundations and major characteristics of the two most common types of consulting models used in APE—behavior and organizational consulting—is presented. Third, the four most common roles of APE consultants—advocacy, trainer, fact finder, and process specialist—are examined. Fourth, the most common four-step consulting process (entry, diagnosis, implementation, and disengagement) is outlined and discussed. Finally, three major barriers to APE consulting—time to consult, administrative support, and attitudes and expectations of the consultee—are analyzed.
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Lavay, Barry. "Assessment in Adapted Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (1985): 356–57. http://dx.doi.org/10.1123/apaq.2.4.356.

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Johnson, Marquell. "Adapted Physical Education and Sport." Adapted Physical Activity Quarterly 28, no. 4 (2011): 368–69. http://dx.doi.org/10.1123/apaq.28.4.368.

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Yun, Joonkoo, and Jennifer Beamer. "Promoting Physical Activity in Adapted Physical Education." Journal of Physical Education, Recreation & Dance 89, no. 4 (2018): 7–13. http://dx.doi.org/10.1080/07303084.2018.1430628.

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Conaster, Phillip, and Cliff Summar. "Individual Education Programs for Adapted Physical Education." Strategies 18, no. 1 (2004): 35–38. http://dx.doi.org/10.1080/08924562.2004.10591113.

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Kwangjin Oh. "Identity Exploration of Adapted Physical Education." Journal of adapted physical activity and exercise 16, no. 2 (2008): 75–100. http://dx.doi.org/10.17006/kjapa.2008.16.2.75.

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Leung, Willie, and Jeffrey A. McCubbin. "Routledge Handbook of Adapted Physical Education." Adapted Physical Activity Quarterly 37, no. 3 (2020): 377–79. http://dx.doi.org/10.1123/apaq.2020-0098.

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Burkett, Lee N. "Leadership Training in Adapted Physical Education." Adapted Physical Activity Quarterly 5, no. 3 (1988): 248–49. http://dx.doi.org/10.1123/apaq.5.3.248.

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Churton, Michael W. "Federal Law and Adapted Physical Education." Adapted Physical Activity Quarterly 5, no. 4 (1988): 278–84. http://dx.doi.org/10.1123/apaq.5.4.278.

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This article comprehensively reviews national legislation that affects the delivery of adapted physical education services. Legislation includes the Education of the Handicapped Act as amended by PL 99-457, the Rehabilitation Act as amended by PL 99-507, and the Developmental Disabilities Assistance and Bill of Rights Act as amended by PL 100-146. Direct and indirect references to physical education are presented for each act. An overview as to the legislative process is also described. Advocacy is discussed pertinent to the profession’s and the professionals’ responsibilities for ensuring that statutory language is implemented.
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Davis, Walter E. "Utilizing Goals in Adapted Physical Education." Adapted Physical Activity Quarterly 6, no. 3 (1989): 205–16. http://dx.doi.org/10.1123/apaq.6.3.205.

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Establishing goals for adapted physical education is of paramount importance. However, establishing goals is more than writing behavioral objectives and completing an IEP. Understanding and using goals is essential for effective teaching behaviors and ultimately for learning. For this purpose three important aspects of goals are introduced: intention, purpose, and meaning. A distinction is also made between primary and concomitant goals. The primary goals are the improvement of physical and motor fitness and the development and acquisition of motor skills. Concomitant means being achieved along with, and these goals include language, social, and cognitive skills. Also, a distinction is made between abstract concepts and concrete actions or tasks. Finally, providing information about the goal of each task is a major function of the instructor. Three modes of presentation are described. Goals may be specified symbolically (verbally), iconically (by demonstrations), or actively (by having the students move in a structured environment). Adherence to and further development of these concepts is important to the improvement of the teaching/learning process in adapted physical education.
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Dissertations / Theses on the topic "Adapted physical educatin"

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Alves, Maria Luiza Tanure 1981. "O aluno com deficiência visual nas aulas de educação física = análise do processo inclusivo = The student with visual impairments : analysis of inclusive process." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275107.

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Orientador: Edison Duarte
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-22T00:38:08Z (GMT). No. of bitstreams: 1 Alves_MariaLuizaTanure_D.pdf: 1132441 bytes, checksum: 87f067d9d7485e19835474a2fb4b71d9 (MD5) Previous issue date: 2013
Resumo: A inclusão deve ser compreendida como uma experiência subjetiva, dependente das crenças, valores, percepções e experiências da pessoa com deficiência. A inclusão está relacionada com a estruturação de um senso de pertencimento, valor e importância dentro do grupo. No âmbito educacional, a inclusão exige a reestruturação da escola e capacitação profissional continuada para o atendimento das necessidades educacionais visando à aprendizagem e interação social do aluno com deficiência. Este tipo de compreensão exige o estudo da inclusão a partir da perspectiva do aluno com deficiência. O presente estudo objetivou investigar a inclusão a partir da perspectiva do aluno com deficiência, buscando a sua concepção e percepção de inclusão nas aulas de educação física. A concepção de inclusão está associada com a ideia ou a crença de como a inclusão deve ocorrer nas aulas de educação física, e a percepção consiste na forma como o aluno com deficiência realmente vivencia a inclusão nas aulas de educação física. O estudo pode ser caracterizado como qualitativo, com natureza exploratória, descritiva e analítica. Os participantes do estudo foram selecionados da Associação Brasileira de Assistência ao Deficiente Visual - Laramara, situada no município de São Paulo-SP. Participaram do estudo oito alunos com deficiência visual, cinco do sexo feminino e três do sexo masculino. Os estudantes tinham idade entre 13 e 18 anos (15,3 ±1,9 anos) e cursavam o ensino fundamental ou médio. Foram realizadas entrevistas semi-estruturadas com roteiro pré-definido, e anotações de campo. As entrevistas foram analisadas de acordo com o método de análise de conteúdo. A concepção de inclusão dos alunos com deficiência visual está vinculada a participação ativa nas atividades propostas nas aulas de educação física, e também com a interação social com seus colegas de classe. Estes fatores atuam de forma indissociável e dependente. No entanto, os alunos com deficiência têm a percepção de não se sentirem incluídos durante nas aulas de educação física devida participação limitada nas atividades e isolamento social do grupo. Neste âmbito, os resultados demonstram que o professor de educação física apresenta um papel fundamental para a percepção de inclusão, bem como a aceitação pelos colegas de classe
Abstract: The inclusion must be understood as a subjective experience, dependent on beliefs, values, perceptions and experiences of people with disability. The inclusion is related to a sense of belonging, value and importance within the group. In education, inclusion requires the restructuring of school and continuing professional training to meet the educational needs aimed at learning and social interaction of students with disabilities. Such understanding requires the study of inclusion from the perspective of disabled students. The present study aimed to investigate the inclusion from the perspective of disabled students, seeking its conception and perception of inclusion in physical education classes. The concept of inclusion is associated with the idea or belief as inclusion should occur in the physical education classes, and the perception is the way the disabled student actually experiences the inclusion in physical education classes. The study can be characterized as qualitative, exploratory, descriptive and analytical. Study participants were selected from the Brazilian Association of the Visually Impaired Assistance - Laramara, located in São Paulo-SP. In all, eight students participated in the study with visual impairment, five females and three males. The students were aged between 13 and 18 years (15.3 ± 1.9 years) were enrolled in elementary or high school. Were conducted semi-structured interviews with pre-defined, and field notes were taken. The interviews were analyzed according to the method of content analysis. The concept of inclusion of students with visual impairment is linked to active participation in the proposed activities in physical education classes, and also with the social interaction with their classmates. These factors act so inseparable and dependent. However, students with disabilities have the sense not to feel included during physical education classes because of limited participation in activities and social isolation group
Doutorado
Atividade Fisica Adaptada
Doutor em Educação Física
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Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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Kelly, Luke E., and Kason M. O'Neil. "Defining the Future of Physical Education/adapted Physical Education Teacher Preparation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4028.

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The cost of attending residential four-year institutions continues to rise, while the availability of online distance education programs has seen an overwhelming increase. So where does this leave the future of APE and PETE programs? This session will review the current status and future economic forecasts for APE/PETE programs, as well as provide an opportunity to discuss how APE/PETE faculty can address the current and projected threats to maintaining quality APE/PE teacher preparation programs.
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Hodge, Samuel R. "The effects of introductory adapted physical education course experiences on attitudes of preservice physical education majors toward students with disabilities /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859313348443.

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Silva, Cláudio Silvério da [UNESP]. "A educação física adaptada no contexto da formação profissional: implicações curriculares para os cursos de educação física." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/96048.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este trabalho teve como objetivo averiguar como a disciplina curricular Educação Física Adaptada ou similar tem se apresentado nos cursos de licenciatura e graduação/bacharelado em Educação Física e Esporte nas três Universidades públicas estaduais do estado de São Paulo, e se faz interação com as outras disciplinas do currículo. A pesquisa é de cunho qualitativo e utilizou como técnicas de coleta de dados o levantamento de fonte documental via internet através de consulta ao portal do Ministério da Educação (MEC): no link: http://emec.mec.gov.br/ e a entrevista do tipo semi estruturada. Os documentos coletados foram: grades curriculares e conteúdos programáticos da disciplina. Nas análises dos documentos disponibilizados tanto das Instituições públicas como das privadas constatamos que, quanto à nomenclatura, a disciplina tem se apresentado com nomenclaturas semelhantes em algumas IES privadas, e de forma distinta em IES privadas e públicas dentro da proposta licenciatura e graduação/bacharelado em Educação Física e esporte. Em relação às análises das entrevistas com os professores, foi possível analisar a caracterização da disciplina com uma nomenclatura que a identifica e uma falta de consenso quanto aos conteúdos ministrados e relatos mais consensuais quanto às estratégias de ensino, com ênfase na extensão universitária. Na questão do currículo se verificou que há uma ausência de interação entre a disciplina e as demais. Quanto à formação, intervenção e preparação para o mercado de trabalho os participantes apresentaram uma preocupação com a necessidade de se preparar o aluno com perfis diversificados. Dentro deste contexto, consideramos que há a necessidade de pensar na absorção do conteúdo prático nos estágios supervisionados, em cursos de formação de pós graduação e cursos semelhantes à residência médica...
This study aimed to find out how the Adapted Physical Education curriculum subject or similar has appeared in undergraduate and graduate / undergraduate degree in Physical Education and Sport in the three public state universities of São Paulo, and makes interaction with other disciplines the curriculum. The research is of qualitative character and used as techniques to collect the survey data source document via the Internet by consulting the website of the Ministry of Education (MEC): the link: http://emec.mec.gov.br/ and semi structured interview. The documents were collected: curricula and syllabus of the course. In the analysis of documents provided much of the public and private institutions found that, as the nomenclature, the discipline has performed with similar classifications in some private institutions, and differently in public and private institutions within the proposed undergraduate and graduate / undergraduate degree in Physical Education and Sport. Regarding the analysis of interviews with teachers, we could analyze the characterization of the discipline with a nomenclature that identifies and a lack of consensus on the content taught and the mainstream reports about the strategies of education, with emphasis on the university extension. In the matter of the curriculum was found that there is a lack of interaction between the discipline and others. As for training, intervention and preparation for the labor market participants had a concern with the need to prepare students with diverse profiles. Within this context, we consider that there is a need to think of practical content in the absorption of supervised training, training courses and graduate courses similar to medical residency. We found that the discipline does not interact with other disciplines because of the settings in the existing curriculum of physical education courses in Brazil mosaic-like, and what ... (Complete abstract click electronic access below)
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Blagrave, Arkansas Josephine. "Experiences of Middle School Children With Autism Spectrum Disorders in Adapted Physical Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2789.

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School-age children with autism spectrum disorders (ASDs) are rarely asked to describe their experiences within the programs that they receive and are largely missing from the narrative of their own lives. Adapted physical education (APE), a subdiscipline of physical education, is one of the services frequently accessed by this population. Current literature on the experiences of children with autism spectrum disorder (ASD) has focused on special education classrooms, sensory perceptions, and general physical education classes. However, no prior studies had addressed how school-age children with ASD perceive their APE experience. Therefore, the purpose of this qualitative study was to use interpretive phenomenology to explore how middle school children (Grades 6 to 8) ages 10 to 14 with ASD perceive their APE experience. Data were collected from 10 middle school children through observations in their APE setting, drawings, and interviews. Exploratory, linguistic, and conceptual comments were used to deconstruct the data, develop themes in individual cases, and then identify connections across cases. Themes that emerged from the participants were their positive experiences in APE, understanding of the importance of being physically active, sedentary behavior in their spare time, and desire for time in APE. This study has positive social change implications such that it includes individuals with ASD into the commentary regarding their experiences and may help APE teachers by providing insight into the experience of children with ASD in APE, which may in turn help develop improved services for this population.
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Haeuser, Michael K. "A survey investigating the self-efficacy levels of Wisconsin adapted physical education teachers." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302013698.

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Timura, Kayle E. "Handbook for Adapting Physical Education Activities for Students with Cognitive Disabilities." Ashland University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1505161734646181.

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Richards, Jonathan Michael. "Qualitative analysis of the occupational longevity of a late-career adapted physical educator." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004841.

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Anema, Charles Jay. "Development of data base software to facilitate instrument selection in the adapted physical education assessment process." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2155.

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The purpose of the study discussed in this thesis was to compile adapted physical education assessment instrument information into a matrix which matches test categories with parameters appropriate to the selection of a specific assessment instrument. From this matrix, a data base software program was developed. Use of the data base software program and thesis will enable the adapted physical educator to select a proper assessment instrument.
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Books on the topic "Adapted physical educatin"

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Developmental/adapted physical education. 5th ed. Pearson Benjamin Cummings, 2011.

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Horvat, Michael A. Developmental/adapted physical education. 5th ed. Pearson Benjamin Cummings, 2011.

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Adapted physical education and sport. 5th ed. Human Kinetics, 2011.

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H, Kalakian Leonard, ed. Assessment in adapted physical education. Burgess Pub. Co., 1985.

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Luke, Kelly, ed. Adapted physical education national standards. 2nd ed. Human Kinetics, 2006.

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Luke, Kelly, ed. Adapted physical education national standards. Human Kinetics, 1995.

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M, Dunn John. Special physical education: Adapted, individualized, developmental. 7th ed. Brown & Benchmark Publishers, 1997.

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Dunn, John M. Special physical education: Adapted, individualized, developmental. 6th ed. W.C. Brown, 1989.

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Davis, Kimberly. Adapted physical education for students with autism. C.C. Thomas, 1990.

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Eichstaedt, Carl B. Developmental/adapted physical education: Making ability count. 2nd ed. Macmillan, 1987.

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Book chapters on the topic "Adapted physical educatin"

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Vogler, E. W., J. DePaepe, and T. Martinek. "Effective Teaching in Adapted Physical Education." In Adapted Physical Activity. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_37.

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Block, Martin E. "Adapted physical activity in physical education." In Understanding Motor Behaviour in Developmental Coordination Disorder. Routledge, 2019. http://dx.doi.org/10.4324/9781315268231-8.

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Doll-Tepper, Gudrun. "Adapted Physical Education Programs for Mentally Retarded Children." In Adapted Physical Activity. Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_3.

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Longmuir, P., J. Erwin, S. Hawkins, K. Maxwell, and C. O’Neill. "Assessing the Gross Motor Skill Development of Special Education Students." In Adapted Physical Activity. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_59.

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Henderson, N. "Moving Into Mainstreaming — An Integrated Approach to Adapted Physical Education." In Adapted Physical Activity. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_25.

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Churton, M. W. "United States Congressional Legislation Affecting Physical Education for the Handicapped." In Adapted Physical Activity. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_30.

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Rintala, Pauli, and Niina Palsio. "Effects of Physical Education Programs on Children with Learning Disabilities." In Adapted Physical Activity. Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_6.

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Weiss, U. "Common Features of Different Types of Movement Education and Movement Therapy." In Adapted Physical Activity. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_35.

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Morisbak, I. "Adapted Physical Education: The Role of the Teacher and Pedagogical Practices." In Adapted Physical Activity. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_36.

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Brown, A. "Matching the Activity to Ability — Criteria for Selecting the Physical Education Programme." In Adapted Physical Activity. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_6.

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Conference papers on the topic "Adapted physical educatin"

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Tri Kaloka, Pasca, Sugeng Purwanto, and Yuyun Ari Wibowo. "Analysis Implementation Learning Adapted Physical Education in State High School." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.13.

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Kaloka, Pasca, Sugeng Purwanto, and Yuyun Wibowo. "Teachers Administration Implementation of Physical Education of Adapted School in Yogyakarta." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009785903300335.

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Antipina, M. V. "ADAPTIVE PHYSICAL CULTURE IN THE SYSTEM OF ADDITIONAL EDUCATION." In Х Всероссийская научно-практическая конференция. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/fks-2020/01.

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Adaptive physical culture is, first of all, exercises aimed at adapting a person with disabilities to environmental conditions. Adaptive physical culture is an adapted program for training disabled people and persons with disabilities that takes into account the peculiarities of their psychophysical development, individual capabilities, and health status and, if necessary, provides correction of developmental disorders and social adaptation of these persons.
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Hey, David W., Bridie Jean McCarey, Lynne A. Slivovsky, J. Kevin Taylor, Brian Self, and James Widmann. "Capstone experiences: Effects of adapted physical activity design projects on attitudes and learning." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6143023.

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Hana, Valkova. "Adapted physical activities as the part of education: Chance for children with cerebral palsy." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012171v.

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Falcó Crespo, Enrique, Francisco de Borja Pérez Domínguez, Laura Arjona Tinaut, Clara Ferrús Clari, and José Casaña Granell. "APPLIANCE OF A NEW ASSESSMENT METHOD ADAPTED TO PANDEMIC CIRCUMSTANCES IN PRACTICAL PHYSICAL THERAPY SKILLS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0587.

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Scanlan, Anna M., Declan Kennedy, and Tommie V. McCarthy. "Development and Evaluation of Online Approaches for Improved Kinaesthetic Learning in Science." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13146.

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Kinaesthetic learning is expressed when physical actions are used to connect concept development to reality, for example through model building, trial and error practice, or role-play interactions. Learning through a kinaesthetic modality is highly effective and complementary to other learning modalities. Recent advances in gamification for education have increased access to science simulations and learning online. However, the transfer of offline kinaesthetic techniques to online learning remains under-researched and poorly implemented on affordable, scalable platforms. Here we describe an accessible approach for educators on how to incorporate online kinaesthetic aspects into lessons through use of a scalable and affordable framework developed called the ‘Kinaesthetic Learning System’ (KLS). This framework should be of particular use for learning complex molecular life science topics but can be adapted and modified independently by the educator to address different knowledge levels and for expansion to other disciplines.
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Zhang, Jiabei. "Session 13: Professional Development and Leadership | An Updated Prevalence-Based Projection Model for Estimating the Need for Additional Qualified Adapted Physical Education Teachers." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0057.

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Ostergaard, Halsey, and John P. Parmigiani. "Design of a Human Powered Flour Mill for Educational and Community Events." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39922.

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Health education organizations use fairs and events to engage and educate the public about health and nutrition choices. Many organizations have interactive exhibits to attract and hold the attention of attendees. One successful example is a bicycle powered blender. Attendees take turns pedaling to produce fruit and vegetable smoothies that are given out as samples. Whole grain foods are also being promoted as healthy choices. This work describes the design, implementation, and testing of two prototype human powered flour mills for use at health education and community events. Because the mills will be used at public events, it must be safe and usable for a broad range of participant ages, sizes, and physical abilities. The mills should also be easy to transport, setup, and clean by volunteers unfamiliar with the mills. To facilitate teaching conversations, each prototype includes user power input feedback. One mill is based on a reclined bicycle format, constructed with a custom steel frame and standard bicycle components. Power feedback is accomplished with a ball proportionally levitated in a column of air. The second mill is based on a modified commercial rowing machine, and adapts the original power feedback system. The prototypes were mechanically tested, and evaluated by focus groups. Three commercial flour mills were evaluated on milling efficiency and suitability to this project. Recommendations are made for future versions.
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Simane-Vigante, Laura. "Preliminary Adaptation of Criminal Attitudes to Violence Scale in Latvian and Russian." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.021.

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Abstract:
Violent offenders cause serious harm to their victims and affect the general well-being of the society. Many awareness and rehabilitation campaigns are introduced at the moment in Latvia that increases the necessity for adapted valid instruments in the native languages of the offenders. The aim of the research was to conduct a preliminary adaptation of Criminal Attitudes to Violence Scale (CAVS) in Latvian and Russian. CAVS has been designed to measure non-sexual physical violence of violent male offenders. Two groups (“Latvians” N=200 and “Russians” N=200) and four sub-groups of male offenders and non-offenders were formed. The translation of the scale in Latvian and Russian was organized separately and completed by back-translation method. Evaluation by both experts and a sample of target population was provided with the final Russian and Latvian versions of CAVS. Internal consistency of the items of the scale proved to be very good for all four sub-groups. Item analysis showed that both (Latvian and Russian) adapted CAVS versions work the best with the offender samples. There were three-factor structure reviled for both Latvian and Russian CAVS. The preliminary adaptation process has been completed and the further standardization process is intended.
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