Autism Spectrum Disorder and Physical Education



Autism Spectrum Disorder and Physical Education

Presented by Adapted Physical Education Consultants:

Ann Griffin, Grant Wood AEA, Cedar Rapids, IA

agriffin@aea10.k12.ia.us

Robin Olberding, Heartland AEA, Ames, IA

rolberding@aea11.k12.ia.us

Physical education, specially designed if necessary, is required by Federal law for all students with disabilities.

IDEA: Individuals with Disabilities Education Act

Special education is defined in the law as: specially designed instruction, at no cost to parents or guardians, to meet the unique needs of a child with a disability, including:

A. instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

B. instruction in physical education

It is the responsibility of the IEP team to determine the appropriateness of the physical education placement. Team members should determine whether general physical education is appropriate (with or without modifications) or if specially designed instruction is needed. The team should seek the input of the building physical educator in making this decision.

What works?

Students with autism have difficulty with social interactions, play skills, communication, and making transitions. All of these skills can be addressed in the physical or adapted physical education setting.

What to teach – Selecting content

• Directly teach play skills (turn taking, entering a game, waiting for a turn, finding a partner, changing partners…)

• Directly teach equipment usage

• Emphasize individual, partner, and small group activities

• Think in terms of lifetime leisure activities and community based activities: billiards, bowling, weight training, golf…putt putt and driving range, sledding, canoeing, snowshoes, fishing, kite flying, walking, gymnastics, croquet, roller skating/blading, biking…

• Students will generally have greater success in individual and dual sports as opposed to team sports.

How to teach – Adapting methods

• Provide peer models

• Use stations to provide both “preferred” and “non-preferred” activities

• Utilize visual cues to facilitate understanding of directions (poly spots, directional arrows, task cards, photo activity cards, visual schedule)

• Be planful about changes in activity and routine. Warn students of changes.

Where and with what – Physical space and equipment used

• Physical space: sound, visual (floor glare, size), auditory. Identify and plan to minimize sensory issues related to the physical space

• When working with young children outside, make sure that the area is safe! Have adequate supervision or use fenced areas.

• Select equipment that is of interest to the student. Use students’ individual preferences to entice activity and interaction.

• Offer a choice of equipment: “It is time to play catch. Would you like to use a red ball or a blue ball?”

Top 10 “Toys”/Equipment Selections

Multi-sensory Balls: Inside Out Balls, Bump balls, Foxtails, Sensation Balls

Beamos: Giant flying rings or Hoop Bounders

TeamKatchers

Hands on Basketballs and Footballs

Yoga mat with pics

Jim Gill CD’s:

Coop Band and Scooters

Ribbon Wands

FitDeck cards: and Exercards:

Zoom balls or Ultra Foam Rockets

How do you know the student is learning - Assessment/measurement

• Use a task analysis

• Use a cue hierarchy

• Record numbers of interactions with equipment and peers

• Video tape intermittently

• Use pedometers, heart rate monitors or insta-pulse wands

• Does the student generalize? Use the skill in other settings? Recess? Home? Neighborhood?

For more information check out these websites:

Ann’s website: aea10.k12.ia.us, click Educators, click Adapted Physical Education under Special Education Programs and Services

Robin’s website: aea11.k12.ia.us, click on Diverse Learners/SPED/ELL, click on Adapted PE

Additional Resources

JOPERD Articles

“Using Visual Supports for Students with Autism in Physical Education” by Jeanine Fittipaldi-Wert and Claire M. Mowling, Volume 80 No. 2, February 2009

“Including Children with Autism in General Physical Education: Eight Possible Solutions” by Jiabei Zhang and Ann J. Griffin, Volume 78 No. 3, March 2007

Palaestra Articles

“Motor Behavior and the Autism Spectrum Disorders – Introduction” by Greg Reid and Douglas Collier, Volume 18 No. 4, Fall 2002

“The Autism Spectrum Disorders: Activity Selection, Assessment, and Program Organization – Part II” by Greg Reid and John O’Connor, Winter 2003

“The Autism Spectrum Disorders: Physical Activity Instruction – Part III” by Greg Reid, John O’Connor and Meghann Lloyd, Spring 2003, Volume 19,

No 2

“The Autism Spectrum Disorders: Preventing and Coping with Difficult Behaviors – Part IV” by Douglas Collier and Greg Reid, Summer 2003, Volume 19, No 3

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