Evaluating Exercise as Evidence-Based Practice for Individuals with Autism Spectrum Disorder

Abstract

BackgroundThe purpose of this study was to conduct a systematic review of the literature to evaluate empirical support for the use of exercise as an evidence-based practice (EBP) for individuals with autism spectrum disorder (ASD), aged 1–21 years, using the Adapted Physical Activity Taxonomy (APAT) (1).MethodA systematic review of research, published within the past 10 years and accessible in SPORTDiscus, ProQuest Nursing, Science Direct, ERIC, Ovid MEDLINE, and PsychINFO databases, was conducted following seven inclusion criteria. An initial 169 articles were identified of which 23 articles were found that met the inclusion criteria including implementation of an exercise intervention for participants diagnosed with ASD and utilization of an experimental/quasi experimental, correlational, single–subject, or qualitative research design. These 23 articles were evaluated using the APAT to determine the quality of the research and the strength of the recommendation in establishing exercise as an EBP.ResultsOf the 23 articles evaluated, 17 employed an experimental/quasi experimental design, 1 article employed a correlational design, and 5 articles employed a single-subject design. Only one article (2) was found to meet the minimum overall quality indicator of moderate (i.e., Level 2) when evaluated on the APAT. In total, 13 of the 23 articles (57%) had method sections evaluated as weak, and 17 of the 23 articles (74%) had results sections evaluated as weak.ConclusionFrom the findings of this systematic review, and in accordance with the Every Student Succeeds Act of 2015 (3) definition of an EBP, it appears that exercise can be considered an EBP for school-aged children with ASD. However, this recommendation is based solely on moderate evidence from one well-designed and well-implemented experimental study; therefore, generalization is still pending further similar findings. Recommendations for future research are offered.

Perceptions of Physical Activity Participation Among Adolescents with Autism Spectrum Disorders: A Conceptual Model of Conditional Participation

“…Research on the benefits of specific PA interventions among adolescents with an ASD has shown improvements in behaviour, health and motor skills (Bremer et al 2016 ; Dillon et al 2016 ; Lang et al 2010 ; Sorensen and Zarrett 2014 ; Sowa and Meulenbroek 2012 ). The feelings of adolescents with an ASD about PA have been investigated through questionnaires and compared to typically developing adolescents, revealing both similarities, for example the enjoyment of PA and awareness of PA being “good for them”, and differences, such as lower enjoyment of group PA among adolescents with ASD compared to typically developing adolescents (Stanish et al 2015 ).…”

A Enfermagem No Cuidado Da Criança Autista No Ambiente Escolar

“…tipados e repetitivos; com resistência a mudanças, incapacidade de desenvolver um contato olho a olho antes dos cinco anos de idade, e respostas anormais ao estímulo visual e auditivo. [1][2][3][4] Trata-se de disfunção psiconeurológica no desenvolvimento, no qual os déficits podem ser manifestados de forma leve, moderada e grave, e de acordo com alguns estudos, com incidência maior em crianças do sexo masculino do que feminino, com proporção de quatro indivíduos do sexo masculino para cada um do sexo feminino; quando ocorre em meninas, geralmente, os sinais e sintomas apresentam-se com um grau de severidade mais acentuado. 2,5,6 Com base no último relatório dos Centros para Controle e Prevenção de Doenças, um em cada 68 nascimentos foi uma criança autista nos Estados Unidos em 2014.…”

“…8 De acordo com a Associação Americana Psiquiátrica, em relação aos indivíduos diagnosticados com Transtorno do Espectro Autista (TEA), são caracterizados três níveis com base no suporte necessário: nível 1, exigindo suporte; nível 2, que requer apoio substancial; e nível 3, exigindo suporte extremo em todos os momentos. 1 A Educação Especial surgiu no final do século XVIII e início do XIX nos países escandinavos e América do Norte. No Brasil, desde o Império existiram instituições com educação caracterizada pela segregação.…”

“…nóstico, de acordo com Associação Americana Psiquiátrica, e o Manual Diagnóstico e Estatístico de Transtornos Mentais (DSM-V ), foi classificado como nível 1, pelo grau de necessidade de suporte e características dos déficits e padrões comportamentais 1,9. Seguindo os critérios diagnósticos, o laudo médico é baseado em observações comportamentais e em informações relatadas pelos pais.…”

Motor Intervention and Assessment Instruments in Autism Spectrum Disorders

“…Autism spectrum disorder (ASD) is a neurological disorder that is characterized by impairments in communication and social skills, and is associated with repetitive behavior and stereotypical movements (Dillon, Adams, Goudy, Bittner, & McNamara, 2017). Many children with ASD motor and sensory difficulties are observed (Baranek, 2002).…”