PALAESTRA Issue Contents, Vol. 18 No. 4

Motor Behavior and the Autism Spectrum Disorders -
Introduction
This is the first article by Greg Reid and Douglas Collier in a four-part series concerning the autism spectrum disorders. The purpose of this series is to help practicing professionals and volunteers design effective and positive physical activity programs consistent with current knowledge of autism. This first article describes the autism spectrum disorders with particular reference to motor behavior.
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SUPERSPORTS
Sally A. Leme describes the SUPERsports project (Secondary Unified Physical Education & Recreation) designed to expand and enhance recreation services provided to transition-age students with disabilities through a unique partnership between the Grant Wood Area Education Agency and the middle/junior high schools it serves. It involves all students, regardless of ability.
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Tips for First Year Itinerant Adapted Physical Educators
This article, by Shirley Brodeur and Martin Block, provides guidance to the first-year adapted physical education specialist. Key points include dress, communication, contacts, professionalism, schedules, students, planning, safety/precautions, the individualized education program (IEP), equipment, and community resources.
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Enhanced Transition Programs - A University Prospective
The Department of Kinesiology and Health Science (KHS) at California State University, Sacramento (CSUS) is currently involved in a community partnership with a local school district. The University plays a critical role in the district's Community Based Education program (CBE) for transition students. For the past three years, the University has worked collaboratively with the school district by offering University space, classes, and work opportunities for transition students.
Overall purpose of the district's CBE program is to provide transition students with life skills instruction in natural age-appropriate environments. To achieve this goal, the district formed partnerships with both the university and the local community college. Each institution provides unique opportunities for inclusion programs involving instruction in activities of daily living (ADLs), physical education/recreation, community, and vocational activities. Scott J. Modell and Pamela A. Milchrist describe this program.
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