Parent Perceptions of Factors Influencing After-School Physical Activity of Children with Autism Spectrum Disorders

Abstract

The study assessed parental perceptions of the benefits of physical activity (PA) and the factors that influence participation of children with autism spectrum disorders in PA after school. Data were collected from 103 parents using an online open-ended questionnaire and focus-group interviews. Data were analyzed using a socioecological model. Parents provided 225 responses that were coded as advantages, 106 as disadvantages, 225 as facilitators, and 250 as barriers of PA. The most frequently reported advantages were physical, followed by psychosocial, and cognitive. Disadvantages were psychosocial and physical. The most frequently reported barriers were intrapersonal, followed by interpersonal, physical, community, and institutional. Facilitators were intrapersonal, followed by physical, interpersonal, community, and institutional. Public policy factors were elicited in the interviews.

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

“…Following up the study on children's perceived barriers, Obrusnikova and Miccinello (2012) further explored what barriers to physical activity parents perceived their children with ASD to be experiencing. Again using the Social Ecological Model, the authors reported that the most common interpersonal barriers included parental lack of time or energy, and that their child did not have an exercise partner.…”

“…In order to overcome the challenges associated with teaching PE to children with ASD, Several studies have found that children with ASD do not enjoy physical activities and would prefer more sedentary activities such as videogame or computer use (Obrusnikova & Cavalier, 2011;Obrusnikova & Miccinello, 2012). Because most PE classes follow a specific curriculum, teachers are encouraged to offer choices of physical activities to children with ASD as much as possible (Crollick, Mancil, & Stopka, 2006) to enhance participation.…”

“…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).…”

A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

“…In looking at more specific responses, parents of children who gained more from the intervention discussed more formal aspects of "time", such as scheduling. This finding reiterates the barriers found by Obrusnikova and Miccinello (2012) in their study of the barriers to and facilitators of after-school activity for children with ASD. It is likely that when a high level of barriers is reported, parents would be more focused on more traditional services for children with ASD, which may limit the ability to ensure time for physical activity.…”

“…Because of their proximity to the individual, parents are often used in research that seeks to gain insight about the effectiveness of programs for children with disabilities (Columna et al, 2008;Na, 2015;Obrusnikova & Miccinello, 2012). Furthermore, parents provide opportunities to see what is happening to the individual with a disability outside the context of many programs or interventions.…”