addressing either PA as a health behavior or the factors that influence PA in adults with autism spectrum disorder (ASD). To date, we found only one study that specifically reported PA levels in a sample of adults with ASD ( Eaves & Ho, 2008 ). Eaves and Ho conducted a longitudinal study on outcomes in
Alice M. Buchanan, Benjamin Miedema and Georgia C. Frey
Megan MacDonald, Catherine Lord and Dale A. Ulrich
Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6–15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.
Layne Case and Joonkoo Yun
The most recent prevalence rates suggest that one in 59 children are diagnosed with autism spectrum disorder (ASD; Baio, 2018 ), a neurodevelopmental disability with common diagnostic features, such as the presence of restrictive and repetitive patterns of behavior, interests, or activities, and
Breanna E. Studenka and Kodey Myers
Children with autism spectrum disorder (ASD) often exhibit cognitive, social, and behavioral impairment ( DSM-5 ; American Psychiatric Association, 2013 ). In addition to this, individuals with ASD do not appear to understand the intentions of others as well as their typically developing (TD
Yumeng Li, Melissa A. Mache and Teri A. Todd
Autism spectrum disorder (ASD) is a group of neurodevelopmental disorders that affect about 2.5% of children in general. 1 – 3 Individuals with ASD often demonstrate impaired abilities for communication and interaction with others, restricted interest, and repetitive patterns of behavior. 4
Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum and Chung Wah Yu
Autism spectrum disorder (ASD) is a neurodevelopmental disorder presenting as impaired social interaction and restricted and repetitive behaviors ( American Psychiatric Association, 2013 ). In Hong Kong, about 1.2% of students in mainstream primary schools are diagnosed with mild-to-moderate ASD
Shannon Titus Dieringer, David L. Porretta and Diane Sainato
The purpose of our study was to determine the effect of music (music with lyrics versus music with lyrics plus instruction) relative to on-task behaviors in preschool children with autism spectrum disorder (ASD) in a gross motor setting. Five preschool children (4 boys, 1 girl) diagnosed with ASD served as participants. A multiple baseline across participants in conjunction with an alternating-treatment design was used. For all participants, music with lyrics plus instruction increased on-task behaviors to a greater extent than did music with lyrics. The results of our study provide a better understanding of the role of music with regard to the behaviors of young children with ASD.
This study compared moderate-to-vigorous physical activity (MVPA) of students with autism spectrum disorders (ASD) and students without disabilities during inclusive physical education and recess. Students (7–12 years) wore a uniaxial accelerometer in school for 5 consecutive school days. Results indicated a significant difference between settings, F(1,46) = 15.94,p < .01, partial eta2 = 0.26, observed power = 0.97. Students with and without ASD spent a higher proportion of time in MVPA during physical education than during recess, relative to the amount of time spent in those settings. In addition, structured physical education offers opportunities to increase students’ MVPA engagement.
Jennifer A. Beamer and Joonkoo Yun
With an increase in the presence of students with autism spectrum disorder (ASD) in the general physical education (GPE) classroom, understanding the current state of GPE teachers’ beliefs and behaviors for including these students is warranted. The current study aimed to examine the beliefs and self-reported behaviors of GPE teachers’ inclusion of students with ASD. In addition, the study examined potential factors affecting their inclusion behaviors. Using a national stratified random sample, participants were 142 current GPE teachers who submitted surveys anonymously online. Results from a regression analysis indicate that teachers’ experience, graduate coursework in adapted physical education (APE), and perceptions of strength in undergraduate training in APE significantly predicted their self-reported behavior for including students with ASD. Although the participant response rate is considerably low, this study provides some support toward the importance of teacher education programs for inclusion training.
Iva Obrusnikova and Suzanna R. Dillon
As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D’Zurilla’s (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men) using a demographic questionnaire and an elicitation questionnaire. Participants listed 225 teaching challenges, 46% related to cooperative, 31% to competitive, and 24% to individualistic learning situations. Teaching challenges were categorized into nine themes: inattentive and hyperactive behaviors, social impairment, emotional regulation difficulties, difficulties understanding and performing tasks, narrow focus and inflexible adherence to routines and structure, isolation by classmates, negative effects on classmates’ learning, and need for support.