3/29/2016

PHYSICAL FITNESS FOR

INDIVIDUALS WITH ASD:
MORE THAN JUST A
HEALTHY LIFESTYLE

1
 3/29/2016

EDUCATION

-P.H.D. Special Education- Emphasis ASD-Minor Adapted Physical Activity

-Clear California Teaching Credentials PE & APE
-M.B.A. Regis University
-B.S. Criminal Justice

2
 3/29/2016

EXPERIENCE

New Mexico State University- Instructor and graduate assistant

Adapted and Physical Education Teacher in CA- Nine years
Group Home worker for developmentally disabled adults and at-risk youth.
Safety Alert Inc.- Crisis Specialist
Special Olympics Leadership Council- Community Outreach

3
 3/29/2016

INCREASING PHYSICAL ACTIVITY FOR

INDIVIDUALS WITH AUTISM
Physical activity is an important part of a healthy lifestyle for all people (U.S. Department
of Health and Human Services, 1996) but is often overlooked in people with severe
disabilities (Ellis, et. al. 1992), including those with autism spectrum disorder (ASD).

The number of individuals being diagnosed with ASD is increasing (Wing & Potter, 2002),
and many teachers and coaches are-or soon will be- including children with ASD in their
programs (Todd & Reid, 2006).

4
 3/29/2016

ISSUES ASSOCIATED WITH OBESITY

Certain factors concerning the disability of ASD, along with the surrounding environment,
could lead to an imbalance between the intake and expenditure of energy, which
consequently leads to obesity (Srinivasan at.el.).
Obesity contributes to significant health problems for the student with ASD (Srinivasan
at. el). The prevalence of obesity in children with ASDs is 30.4% in comparison to
children without ASD which is 23.6% (Srinivasan at.el. 2014).

5
 3/29/2016

Because of this, obesity is associated with long-term physical and psychosocial

consequences, including diabetes, osteoarthritis, increased cardiovascular risk, stroke,
stigma, and depression (Srinivasan at. el.).

And because of these factors, APE teachers must understand the circumstances that
surround the student in APE in order to accommodate any unforeseen social issues that
may impede their ability to properly facilitate the students physical fitness environment.

6
 3/29/2016

PARTICIPATION AND MOTOR SKILLS

Parents have noted motor delays in infants with ASD as early as 6 months to 9 months
of age (Todd, 2006).
Participation in physical activity is often a challenge for people with autism because of
poor motor functioning and low motivation (Koegel et. al. 2001), difficulty in planning and
generalization (Todd, 2006), and difficulty in self-monitoring (Hughes et. al. 1994).

7
 3/29/2016

Promoting physical activity with complex motor skills (e.g., golfing, soccer, basketball) is
likely to be problematic (Todd, 2006).
Team sports become difficult for individuals with ASD (Todd, 2006).
Sedentary lifestyles are commonplace for individuals with intellectual disabilities
(Draheim et. al., 2002).
Few studies have reported fitness levels of adolescents and adults with severe autism,
despite the fact that the majority of individuals with autism also have an intellectual
disability (Fombonne, 2003).

8
 3/29/2016

NUTRITION

About 70% of students with ASD demonstrate gastrointestinal problems, chronic

constipation, abdominal discomfort, diarrhea, and reflux, as well as food allergies
(Srinivasan at.el. 2014).
Students with ASD have problematic eating behaviors and food selectivity in that they
prefer diets that consist of starchy foods such as sweetened beverages and pizza, as
opposed to fruits, vegetables, lean protein, and higher-foods (Srinivasan at.el. 2014).

9
 3/29/2016

MOTOR SKILLS IN RELATION TO SOCIAL AND

COMMUNICATION SKILLS
It has been hypothesized that students with better motor skills will have better social
communication skills, while students with weaker motor skills, will have lesser social
communication skills (Staples & Reid, 2010).
However, recently, efficacy along with the application of learned social skills beyond the
treatment setting has come into question (MacDonald, 2013).
And because of this, motor skill deficits are common among school-aged children with
ASD and may in turn be hindering opportunities for social communicative practice
(MacDonald et al.2013 ; Staples & Reid, 2010).

10
 3/29/2016

MOTIVATIONAL TECHNIQUES

-Positive Reinforcement
-Token economy
-Participating with the individual
-Comfortable environment
-Determining what types of activities the individual would like to engage in.

11
 3/29/2016

PROCESSES FOR ENGAGEMENT

- Newells Constraint Model (Pope et al., 2012)

- According to Newell, the constraint model consists of three specific types of
constraints: individual, environmental, and task.
-Modification of these variables to promote engagement
- Previewing involves the introduction of social or motor skills that will be practiced
before a student arrives to class (Grenier & Yeaton, 2011).

12
 3/29/2016

SPECTRUM STYLE OF TEACHING

In 1966, Muska Mosston published his first book, Teaching Physical Education, in which he
first introduced the Spectrum of teaching styles to physical education teachers (Byra,
2000; Byra, 2006; Mosston & Ashworth, 2002; Sherrill, 2004). According to the Adapted
Physical Education National Standards (NCPERID, 1995), APE teachers should be
competent in using multiple teaching styles from the Spectrum (Mosston & Ashworth,
2002).

13
 3/29/2016

ACTIVITIES

Elastic bands
Light weights
Cardio equipment
Basketball
Softball

14
 3/29/2016

REFERENCES

Draheim, C. C., Williams, D. P., & McCubbin, J. A. (2002). Prevalence of physical inactivity and recommended physical activity in
community-based adults with mental retardation. Mental Retardation, 40(6), 436-444.
Ellis, D. N., Cress, P. J., & Spellman, C. R. (1992). Using timers and lap counters to promote self-management of independent
exercise in adolescents with mental retardation. Education and Training in Mental Retardation, 51-59.
Fombonne, E. (2003). Epidemiological surveys of autism and other pervasive developmental disorders: an update. Journal of
autism and developmental disorders, 33(4), 365-382.
Grenier, M., & Yeaton, P. (2011). Previewing: A successful strategy for students with autism. Journal of Physical Education, Recreation
& Dance, 82(1), 28-43.
Hughes, C., Russell, J., & Robbins, T. W. (1994). Evidence for executive dysfunction in autism. Neuropsychologia, 32(4), 477-492.
Koegel, R. L., Koegel, L. K., & McNerney, E. K. (2001). Pivotal areas in intervention for autism. Journal of clinical child psychology,
30(1), 19-32.

15
 3/29/2016

REFERENCES CONT.

MacDonald, M., Lord, C., & Ulrich, D. A. (2013). The relationship of motor skills and social communicative skills in school-aged children
with autism spectrum disorder.
Pope, M., Liu, T., Breslin, C. M., & Getchell, N. (2012). Using constraints to design developmentally appropriate movement activities for
children with autism spectrum disorders. Journal of Physical Education, Recreation & Dance, 83(2), 35-41.
Srinivasan, S. M., Pescatello, L. S., & Bhat, A. N. (2014). Current perspectives on physical activity and exercise recommendations for children
and adolescents with autism spectrum disorders. Physical therapy.
Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. Journal of autism and developmental disorders,
40(2), 209-217.
Todd, T., & Reid, G. (2006). Increasing physical activity in individuals with autism. Focus on autism and other Developmental Disabilities, 21(3),
167-176.
United States. Department of Health. (1996). Physical activity and health: a report of the Surgeon General. diane Publishing.
Wing, L., & Potter, D. (2002). The epidemiology of autistic spectrum disorders: is the prevalence rising?. Mental retardation and
developmental disabilities research reviews, 8(3), 151-161.

16