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International Handbook of Autism and Pervasive Developmental Disorders pp 397–412Cite as

Physically Active Living for Individuals with ASD

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Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

The purpose of this chapter is to provide an overview of educational interventions for individuals with autism and pervasive developmental disorders with respect to learning and performing functional movement skills that span play, recreation, and physical education settings. Active living is a philosophy that places specific emphasis on empowering individuals to lead active and healthy lifestyles by gaining the requisite movement skills and knowledge needed to promote lifelong participation and meaningful involvement in physical activity. Research examining the movement skills of preschool and school-aged children with ASD compared to their typically developing peers suggests performance differences and likely deficits, with such differences increasing with age and skill complexity. As such, educational intervention should specifically target the development of movement skills and encourage physical activity among school-aged children with ASD, which in turn has associated health benefits. The final section will examine current approaches to educational intervention (e.g., ABA, TEACCH, Pivotal Response Training) and additional instructional strategies that facilitate the acquisition of movement skills in physical education and encourage active living. ABA and TEACCH have had some influence on evidence-based practice in physical activity. PRT, which essentially incorporates ABA and TEACCH strategies in natural settings, has received less attention to date. Nonetheless, this overview demonstrates that key strategies emanating from three education-based intervention models can be used to promote movement skill acquisition and ultimately support the successful inclusion of children and youth with ASD in achieving a physically active lifestyle.

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Authors and Affiliations

  1. Faculty of Kinesiology and Health Studies, University of Regina, Regina, SK, S4S 0A2, Canada

    Kerri L. Staples

  2. Department of Kinesiology and Physical Education, McGill University, Montreal, QC, H2W 1S4, Canada

    Greg Reid

  3. Department of Kinesiology, Division of Science, Medicine Hat College, Medicine Hat, AB, Canada

    Kyle Pushkarenko

  4. Department of Education, University College Cork, Cork, Ireland

    Susan Crawford

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  1. Kerri L. Staples
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  2. Greg Reid
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  4. Susan Crawford
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Correspondence to Kerri L. Staples .

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Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, 70803, Louisiana, USA

    Johnny L. Matson

  2. City University of New York, Department of Psychology, Queens College, Flushing, 11367, New York, USA

    Peter Sturmey

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Staples, K.L., Reid, G., Pushkarenko, K., Crawford, S. (2011). Physically Active Living for Individuals with ASD. In: Matson, J., Sturmey, P. (eds) International Handbook of Autism and Pervasive Developmental Disorders. Autism and Child Psychopathology Series. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-8065-6_25

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