Successful Physical Activity Programming for Students with Autism

Abstract

The purpose of this article is to describe a successful physical activity program for students with autism. The content of this program, known as Success in Physical Activity, focuses on two areas: physical fitness and motor ability. Development of this activity program was based on adaptations of the Treatment and Education of Autistic and Related Communications-Handicapped Children (TEACCH) recreational structure program. The TEACCH recreational structure program includes the following elements: physical structure, schedules, and task organization. Each element is modified to adhere to the physical education environment and to accommodate the unique characteristics and preferences of students with autism.

Benefits of Physical Activity for Adolescents with Autism Spectrum Disorders: A Comprehensive Review

“…Given that the majority of interventions used are behavioral (B) or self-determination theory (SDT) theoretical paradigm, the most common intervention strategies were encouragement (SDT), praise (B), and prompts (B), followed by stimulus control (B), modeling (B), tangible reinforcement (B), goal-setting (SDT), and self-monitoring (B; Table 2). While encouragement, prompting, and modeling appear to have been the most common and most effective techniques, the largest sustained effect size, and only reported effect maintained at long-term follow-up (Bahrami et al 2012), was associated with highly structured teaching practices based on the University of North Carolina's TEACCH methods (e.g., visual supports, structured activities/environments; Schultheis et al 2000). Similarly, Cannella-Malone et al (2011) reported reductions in aggression (87-99 % decrease) during a highly structured and monitored exercise intervention, and Pan (2009) reported a large effect size (r=0.74) between MVPA and social engagement for PE class but not recess.…”

“…Tailoring activities and environments to the characteristics of participants may help to overcome some of these barriers (Schultheis et al 2000), but few studies clearly specified individually tailored interventions beyond monitoring the students for safety or use of adapted equipment. No studies clearly indicated a preference assessment that was specifically intended to increase engagement or intrinsic motivation.…”

“…Furthermore, it is often the case that youth with ASD may have additional health problems (e.g., physical disabilities and seizure disorders) or take prescription medications that may impair or limit the duration for which they can safely participate (Schultheis et al 2000). Due to the heterogeneous nature of individuals with ASD, there typically is a substantial variation in symptom presentation within the same setting (e.g., special education classroom and day program), increasing the difficulty of designing and tailoring activities that are appropriate for all ASD youth within group settings and/or generalizable across settings/studies.…”

“…The few studies that compared the benefits of more intense PA (e.g., jogging) versus less intense forms (e.g., walking and playing catch) found that more vigorous PA was more beneficial, and that effects of PA on adolescent functioning may only be present when youth engage in MVPA (e.g., Kern et al 1982Kern et al , 1984Levinson and Reid 1993;Pan 2009;Pan et al 2011). Additionally, several factors that may impede engagement with MVPA for youth with ASD should also be assessed including delays in sensorymotor development, anxieties about or low motivation to engage in strenuous or group activities (e.g., team sports), difficulties in planning and self-regulation, and atypical pain sensitivity (Pan and Frey 2006;Reid et al 1988;Schultheis et al 2000). No studies in the present review, however, carefully investigated these factors as variables of interest.…”

Methods and Procedures for Measuring Comorbid Disorders: Motor Movement and Activity

“…Rosenthal-Malek and Mitchell (1997) reported that adolescents with ASD decreased self-stimulatory behavior, increased correct responding and task completion following aerobic exercise. Others have shown the viability of exercise training programs for children with ASD (Lochbaum and Crews 2003;Schultheis et al 2000), including strategies to maintain participation in physical activity (Todd and Reid 2006). Furthermore, Hillier et al (2011) suggested that physical activity and relaxation could improve symptoms of stress for adolescents and young adults with ASD.…”