Perceived Barriers and Facilitators of Participation in After-School Physical Activity by Children with Autism Spectrum Disorders

Obrusníková, Iva; Cavalier, Albert R.

doi:10.1007/s10882-010-9215-z

Cited by 177 publications

(169 citation statements)

References 25 publications

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“…In a study of physical activity participation among school-age children with high-functioning ASD, participants self-reported that the primary barrier to engaging in physical activity was lack of a peer partner, and the highest reported facilitator of physical activities included friends who are supportive or physically active (Obrusnikova & Cavalier, 2011). Caregivers of children with ASD have also reported that the primary barrier to their children's physical activity participation was the child's social skills (Obrusnikova & Miccinello, 2012). Moreover, one treatment study using a swimming intervention among children with ASD demonstrated that those who participated in swimming exercises demonstrated increased social skills (Pan, 2010).…”

Section: Discussionmentioning

confidence: 99%

Activity Participation Among Children With Autism Spectrum Disorder

Little

Sideris

Ausderau

et al. 2014

American Journal of Occupational Therapy

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Section: Discussionmentioning

confidence: 99%

Activity Participation Among Children With Autism Spectrum Disorder

Little

Sideris

Ausderau

et al. 2014

American Journal of Occupational Therapy

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“…These challenges were reported to lead to bullying and consequently to "frustration, anger, and sadness" (Obrusnikova and Miccinello 2012, p. 71). In a study which assessed perceived barriers to and facilitators of after-school participation in physical activities, children with ASD cited that they lacked the skills, coordination, or balance to participate in physical activities they thought they would enjoy such as biking, skateboarding, or skating (Obrusnikova and Cavalier 2011).…”

Section: Determinants Of Participation In Out-of-school Activitiesmentioning

confidence: 99%

Participation of Children and Youth with Autism Spectrum Disorder: A Scoping Review

Askari

Anaby

Bergthorson

et al. 2014

Rev J Autism Dev Disord

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Introduction Participation in leisure activities is beneficial for children's health and development, including those living with Autism Spectrum Disorder (ASD). Available syntheses of knowledge about participation have focused primarily on children with physical disabilities; however, little attention is directed to children with ASD. The purpose of this study was therefore to synthesize research evidence regarding the patterns and determinants of leisure participation in this population. Methods A scoping review of peer-reviewed studies published between 2000 and 2013 was performed. Two reviewers independently selected studies based on a systematic procedure. Inclusion criteria for studies were participants with ASD, aged 5-17 years, and description of participation in leisure activities outside of school. Data were organized and synthesized based on domains of the International Classification of Functioning, Disability and Health (ICF): Body Functions, Activity Limitations, and Environmental factors. Results Sixteen articles (out of 920) met the inclusion criteria and majority of those were descriptive in nature (69 %), whereas information about the factors that affect participation was reported in only 31 %. Overall, children with ASD participate in fewer leisure activities, mostly in the home setting, either with adults or on their own. Factors identified as associated with participation involved family support and social attitudes (environmental factors), sensitivity and behavioral challenges (body functions), and communication and interpersonal relationships problems (activity limitations). Discussion Knowledge derived from this review provides preliminary understanding of and justifies greater attention towards the concept of participation in this population. Further research directions are suggested to address the identified gaps in the literature.

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“…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.…”

Section: Teaching Strategiesmentioning

confidence: 99%

“…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;.…”

Section: Teaching Strategiesmentioning

confidence: 99%