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Physical activity
is vital for a healthy lifestyle for children with and without
disabilities (Huettig & O'Connor, 1999). Physical activity
offers a variety of benefits for individuals with autism. Following
moderate aerobic activity, children with autism may experience
increases in attention span, on-task behavior, and level of correct
responding (Rosenthal-Malek & Mitchell, 1997). A physical
activity-based program is easy to implement and has been shown
to be effective in controlling many types of inappropriate behaviors
associated with autism (Allison, Basile, & MacDonald, 1991;
Elliott, Dobbin, Rose, & Soper, 1994).
Children with autism may experience initial
difficulties in physical activity programs because of inability
to cope with the variety of auditory, visual, and tactile stimuli
in wide-open spaces (see Figure 1,
click here). This inability to cope may be demonstrated by
various behaviors, such as over sensitivity to stimuli (i.e.,
outbursts, pacing, hand flapping, toe walking); deficits in speech,
language, and cognitive capacities; desire to avoid changes in
routines; and difficulties transferring lessons from one setting
to another.
Ron French
Children with autism may also experience
deficits in interpersonal relationships, not seeking or readily
accepting affection, avoiding play with peers or participation
in physical activities, and avoiding eye contact. Exhibiting self-stimulatory
or stereotypic behaviors, or being unable to relate normally to
other people and situations are also typical of young children
with autism (American Psychiatric Association, 1994; Gillberg,
1990; Tsai, 1998).
In addition, children with autism may
possess low levels of physical fitness (Auxter, Pyfer, & Huettig,
1997). This can be compounded by the fact that this population
tends to have lower levels of interest or motivation to participate
in games. Physical activity programs for children with autism
may promote appropriate behaviors and improve cardiovascular endurance
at the same time - two for one benefits. The purpose of
this article is to discuss some instructional guidelines for developing
activity programs in which children who are autistic (ages 5 to
8 years) can be motivated to participate in physical activities.
Instructional Guidelines
for Providing Physical Activities
Teachers may have to overlook some
inappropriate behaviors when initiating programs for children
with autism for the sake of emphasizing increased access to physical
activities. Initially, benefits gained from participating in physical
activities may be more important than upsetting the child by trying
to address behaviors (Berkeley & Zittel, 1998). As the child
becomes acclimated to changes in routines required by initiating
participation in a physical activity program, steps can be taken
to address behaviors.
Teachers using creative teaching techniques
may be able to increase participation of children with autism.
Changing activities frequently, employing learning stations, and
planning transitions between stations may help overcome short
attention spans. Care should be taken to address one sensory modality
at a time, making certain a child's preferred sensory modality
is targeted. Presenting more than one relevant stimulus at a time
guarantees the child with autism will miss some part of a lesson.
It is also important to understand the preferred sensory modality
so as to develop individual lessons addressing that sensory mode.
To help students attend to new skills while
maintaining previously learned skills, the task variation method
of teaching could be employed. This involves teaching new skills
with maintenance tasks randomly interspersed and changed every
two or three minutes. Use of task variations appeared to contribute
to greater retention of previously learned materials (Weber &
Thorpe, 1992). Station teaching is a useful application of this
principle.
An example of a program integrating physical
activities for children with autism is Daily Life Therapy.
This program, designed for children with autism, involves highly
structured, group-oriented instruction (Quill, Gurry, & Larkin,
1989). In the Daily Life Therapy Program, vigorous physical activities
are used to reduce stereotypical behaviors. Vigorous physical
activities, in conjunction with appropriate behavior management
practices (Lavay, French, & Henderson, 1997), can be helpful
in reducing inappropriate behaviors in children with autism.
Exercise
Guidelines for a Physical Activity Program 
Carol
Huettig
Any exercise program
for children with autism should be developed with goals of not
only enhancing overall physical activity, but also managing inappropriate
behaviors such as stereotypical behaviors, outbursts, and pacing
(see Figure 1, click here). Proper
applications of exercise guidelines for children with autism facilitate
program adherence and promote positive changes in physical activities
(see Case Study, box below). For classroom teachers working with
children having autism, it may be beneficial to consult with an
adapted physical educator regarding developing programs, introducing
physical activities, and instructing in use of any equipment (i.e.,
jump ropes, mini-trampolines, tricycles, bicycles, hippity-hops,
heart rate monitors).
Physical activities can include any rhythmic,
large muscle activities that are continuous in nature (such as
running, hopping, jumping, tricycling, cycling). Levels of activities
and subsequent increases in performance are dependent on the initial
fitness level of a child and his/her ability to adhere to the
activity program. Examples of activities that may provide benefits
to children with low fitness levels include walking/jogging, Going
on a Bear Hunt, Going to the Zoo, Chasing Butterflies, Chasing
my Shadow, Song about Slow and Fast, tricycling, cycling,
Motor Speedway, and Going to the Circus.
If extraneous stimuli are not negative influences
on performances and learning, there are several audiotapes that
can add music to the activities, or be used as rewards for appropriate
behaviors. Audiotapes available through most supply companies
might include Preschool Aerobic Fun, containing sequenced
activities to develop cardiovascular fitness; Fit As A Fiddle
is an audiotape containing a series of exercises drawn from several
disciplines, including dance, tumbling, and athletics.
Videotapes can also be helpful for students
with autism who can follow visual cues. Aerobikids is a
motivational exercise tape designed for children. The 30-minute
tape consists of a pre-warm-up, stretching, aerobics, and cool
down activities. Fun Fit contains a variety of workout
activities presented for children by Mary Lou Retton.
In addition to music, children with autism may
benefit from packaged aerobic activity sets. Fantastic Kids
Fitness Program is an example of a packaged program that can
provide cardiovascular fitness activities appropriate for children
with autism. Activity cues provided in the set include 42 cards
illustrating aerobic/strength movements using pictures, animals,
and numbers.
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"Any exercise program for children with autism should be developed with goals of not only enhancing overall physical activity, but also managing inappropriate behaviors..." |
Carol Huettig
In conclusion, levels
of physical activity and behaviors of children with autism may
be positively impacted through participating in structured physical
activity programs (see Figure 2, click
here ). To enhance performances in this type of activity program
requires incorporating meaningful physical fitness activities
with traditional behavior management approaches. Relationships
between physical fitness and behavior management have been supported
by Kitahara (1984), and results of some research (Quill et al.,
1989). Physical activity programs for children with autism may
lead to a decrease in inappropriate behaviors, an increase in
level of physical fitness, as well as greater enjoyment of physical
activities and recreational times. Programs decreasing inappropriate
behaviors and increasing physical fitness display the kind of
two for one benefits that make participation advisable
for children with autism.
Selected References
Allison, D.B., Basile, V. C., & MacDonald, R. B. (1991). Comparative
effects of antecedent exercise and Lorazepam on the aggressive
behavior of an autistic
man. Journal of Autism and Developmental Disabilities,
21(1), 89-94.
American Psychiatric Association (1994). Diagnostic and statistical
manual of mental disorders (4th ed.).Washington, DC: Author.
Auxter, D., Pyfer, J., & Huettig, C. (1997). Principles
and methods of adapted physical education and recreation (8th
ed.). St. Louis:
Mosby.
Berkeley, S., & Zittel, L. (1998). Teaching the child with
autism in physical education. Achieving a Balance: Proceedings
of the 6th
National Conference on Adapted
Physical Activity. Western Illinois University: Macomb, IL.
Elliott, R. O., Dobbin, A. R., Rose, G. D., & Soper, H. V.
(1994). Vigorous, aerobic exercise versus general motor training
activities:
Effects on maladaptive and
stereotypic behaviors of adults with both autism and mental retardation.
Journal of Autism and
Developmental Disorders,
24(5), 565-576.
Gillberg, C. (1990). Autism and pervasive developmental disorders.
Journal of Child Psychology and Psychiatry, 31(1), 99-119.
Huettig, C., & O'Connor, J. (1999). Wellness programming for
young children with disabilities. Teaching Exceptional Children,
31(3),
12-19.
Kitahara, K. (1984b) Daily life therapy (Vol. 3). Tokyo:
Musashino Higashi Gakuen School.
Lavay, B. W., French, R., & Henderson, H. L. (1997). Positive
behavior management strategies for physical educators. Champaign,
IL:
Human Kinetics.
Quill, K., Gurry, S., & Larkin, A. (1989). Daily life therapy:
A Japanese model for educating children with autism. Journal
of Autism and Developmental
Disorders,19(4), 625-635.
Rosenthal-Malek, A., & Mitchell, S. (1997). Brief report:
The effects of exercise on the self-stimulating behaviors and
positive responding
of adolescents with autism.
Journal of Autism and Developmental Disorders, 27(2), 193-202.
Tsai, L. T. (1998). Briefing paper: Pervasive developmental disorders.
National Information Center for Children and Youth with
Disabilities, FS20, 1-16.
Weber, R. C., & Thorpe, J. (1992). Teaching children with
autism through task variation in physical education. Exceptional
Children,
59(1), 77-86.
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