Use of Physical Activity to Improve Behavior of Children with Autism-Two for One Benefits

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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). 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.

Figure 1. Instructional Guidelines for Exercise Programming.

Behaviors                               Programming Guidelines

* Inappropriate behaviors          * Teachers may have to overlook
(i.e., stereotypical behaviors,    behaviors for the sake of
pacing, toe walking, hand          emphasizing access to the
flapping).                         program. Initially, benefits
                                   gained from participating in the
                                   program may be more important
                                   than upsetting a child by trying
                                   to stop an inappropriate
                                   behavior (Berkeley & Zittel,
                                   1998).

* Physical activity may be         * Techniques should be used to
restricted because of reluctance   accommodate individual learning
to participate in programs.        styles, while implementing a
                                   behavior modification program.

* Short attention span may         * Activities should be changed
interfere with learning.           frequently, learning stations
                                   should be employed, and
                                   transitions planned carefully
                                   between stations. A variety of
                                   activities that target the same …