Extending the Structured Days Hypothesis to Children With Intellectual and Developmental Disabilities: A Conceptual Framework

The Structured Days Hypothesis suggests that the school day helps to regulate obesogenic behaviors, whereas out-of-school periods (e.g., summer) contribute to worsening obesogenic behaviors (e.g., low levels of physical activity, increased screen time, later sleep patterns, and unhealthy diet). However, little is known about how out-of-school periods impact children with intellectual and developmental disabilities who experience diagnosis-related challenges and unique family circumstances. This paper outlines a conceptual framework that proposes how out-of-school periods may be associated with obesogenic behaviors in children with intellectual and developmental disabilities, and how child- and family-level factors moderate this relationship. The hypotheses generated from the extension of the Structured Days Hypothesis to children will guide future research in this area, providing insight into who and when the risk for worsening obesogenic behavior is the greatest. This future research will provide information to help inform policies and interventions aimed at improving health outcomes and increasing access to supportive environments for this population.