Challenging Situations When Teaching Children With Autism Spectrum Disorders in General Physical Education

Abstract

As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D’Zurilla’s (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men) using a demographic questionnaire and an elicitation questionnaire. Participants listed 225 teaching challenges, 46% related to cooperative, 31% to competitive, and 24% to individualistic learning situations. Teaching challenges were categorized into nine themes: inattentive and hyperactive behaviors, social impairment, emotional regulation difficulties, difficulties understanding and performing tasks, narrow focus and inflexible adherence to routines and structure, isolation by classmates, negative effects on classmates’ learning, and need for support.

Physical Educators’ Efficacy in Utilising Paraprofessionals in an Inclusive Setting

“…Nonetheless, participants indicated a level of ambivalence towards the inclusion of SwD into the HPE curriculum. The challenges faced by HPE teachers when teaching inclusive HPE are well documented (e.g., Obrusnikova & Dillon, 2011). The theme of ambivalence present in our study was related to the impact of SwD on the learning experiences of general HPE students.…”

Capturing the world of physical education through the eyes of children with autism spectrum disorders

“…The benefits are well documented including encouraging youngsters to play as members of a team rather than as individuals and preventing domination by children who can outperform others solely by virtue of their physical maturation. This reinforces the need for teachers to plan for the inclusion of pupils with ASD and promote team work through adapted games (Obrusnikova & Dillon, 2011).…”

Social Environmental Influences on Physical Activity of Children With Autism Spectrum Disorders

“…As described by Obrusnikova and Dillon (2011), children with ASD demonstrate challenging behaviors that can make managing an inclusive PE classroom difficult. Instructors should seek appropriate, specialized trainings to understand how to prevent aggressive outbursts and meltdowns .…”

“…For example, environmental influences may include a lack of developmentally appropriate programs, a lack of resources, poor accessibility, and inadequate staff training (Obrusnikova & Cavalier, 2011;Obrusnikova & Miccinello, 2012). Characteristics of ASD that may directly influence physical activity include a desire for sameness, a focus on narrow interests and routines, a lack of motivation, and a preference for sedentary activities such as television, videogames, and computer use (Obrusnikova & Miccinello, 2012;Obrusnikova & Dillon, 2011;Obrusnikova & Cavalier, 2011;APA, 2000;. However, environmental influences may interact with ASD characteristics, such that children with ASD have been found to demonstrate less physical activity in settings such as recess than NT peers , but are more active overall in afterschool settings than are NT peers (Memari et al, 2012;Pan & Frey, 2006).…”

“…Obrusnikova and Dillon (2011) recently conducted a study examining the specific challenges of teaching PE to children with ASD by surveying 43 certified general PE or adapted PE instructors nationwide.…”