Visual Supports for Children With Autism in Physical Activity

in Adapted Physical Activity Quarterly

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Adam S. Forbes School of Education and Human Development, University of Virginia, Charlottesville, VA, USA

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https://orcid.org/0000-0002-5022-6679 *
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Joonkoo Yun College of Health and Human Performance, East Carolina University, Greenville, NC, USA

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https://orcid.org/0000-0002-5144-7318
DOI:
https://doi.org/10.1123/apaq.2022-0157
Keywords:
physical educators; picture task card; visual schedule; video modeling
First Published Online:
10 Mar 2023
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Ahead of Print
Page Range:
1–26
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Visual supports have been advocated as one strategy to teach children with autism in physical education. However, empirical studies documented inconsistencies in their effectiveness, with some demonstrating positive effects while others reported limited support for their use. Without a clear synthesis of information, physical educators may have difficulties in identifying and meaningfully utilizing visual supports. A systematic literature review on visual supports was conducted with synthesized current literature for physical educators to make informed decisions regarding their use for children with autism in physical education. A total of 27 articles were reviewed, which included empirical- and narrative-based manuscripts. Results suggest that picture task cards, visual activity schedules, and video prompting can be potential strategies that physical educators can use to teach motor skills to children on the spectrum. However, video modeling may need to be further investigated to fully understand how to use it in the context of physical education.

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