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Despite the rising interest in intervention for children with autism spectrum disorder, the extent to which interventions are effective on gross motor outcomes is currently unknown. The purpose of this study was to analyze the effect of different intervention approaches on gross motor outcomes among children with autism spectrum disorder using meta-analysis. A total of 18 studies met the inclusion criteria for quantitative analysis. Pre- and posttest means and SDs were extracted to calculate effect sizes. Potential moderator variables were chosen based on important intervention characteristics. The results suggest that interventions have a large effect on gross motor outcomes among children with autism spectrum disorder (δ = 0.99, SE = 0.19, p < .001, 95% confidence interval [0.62, 1.36]). The interventions that were 16 total hours or longer had a significantly larger effect than those less than 16 hr. In addition, the interventions in experimental settings had significantly larger effects than the interventions in practical settings. Future interventions should consider intensity, including not only the duration of the intervention but also the intensity in which specific intervention goals are targeted.

The purposes of this study were (a) to investigate the prevalence of physical educators who report delivering high-quality instructional practices to students with disabilities and (b) to examine the relationships between teachers’ qualifications and the delivery of high-quality instructional practices. A secondary analysis using data from the School Health Policy and Practice Study 2014 data set was employed. The analytic sample included 256 physical educators who taught students with disabilities. Prevalence estimates of physical educators who reported using high-quality instructional practices were calculated. Two separate binary logistic regressions using weighted data were conducted to evaluate the relative contribution of (a) teacher qualifications and (b) educational degrees in accounting for differences in the use of high-quality instructional practices. Less than half of the sample reported using high-quality instructional practices. Considering the increasing prevalence of students with disabilities in general education classrooms, teacher education programs should prioritize providing teacher candidates with coursework that aligns with the expectations of physical educators who teach students with disabilities.

The purpose of this study was to examine state-level early learning standards specific to physical development, including fundamental motor skills and gross motor development for preschool-aged children in the United States. All standards related to motor development and specific to children ages 3–5 years were extracted from publicly available online documents from all 50 states. Upon initial review, 961 standards were extracted from all documents. Through aggregation of similar skills and elimination of duplicates across states, 48 unique skills were identified. Frequencies and proportions of states that included each skill in their standards were calculated. Descriptive results indicate that none of the 48 skills were included as a standard across all 50 states. Only three skills, running, jumping, and throwing a ball overhand were a standard in over 75% of states. Most of the skills were standards in less than 50% of states. Trends from these data show that a wide range of motor skills are included within preschool physical development standards within the United States, with large variability among states. Considering this variability, and currently low levels of motor competence among young children, additional evaluation, and future creation of best practice preschool physical development standards are warranted.