Physical Activity & Children with Autism

Social Skills

1. Fail to maintain eye contact


2. Struggle to make and keep friends


3. Inattentive, or demonstrates no intention to listen


4. May prefer to be alone; prefer solo play


5. May react negatively while in a large group setting


6. May not understand body language, or non-verbal communications such as facial expressions


7. May voice out inappropriate comments

1. Can't participate in a conversation, or delayed use of language; will make odd noises


2. Unusual speech patterns


3. Loss of previously acquired words

1. Inability to cope with changes in routines or unexpected situations (i.e. changes in gym environment)
   
2. Develop strict patterns of behavior; will get mad if accustomed patterns can not be followed

Increased physical fitness

• Some research shows a low level of physical fitness in autistic children.

• Lack of interest and motivation to participate in games

Visual challenge

• Poor eye-to-eye contact with other poeple

• May demonstrate a lack of reaction to speed and/or sound


• May cover their ears when being spoken to


• Pay close attention to sounds made by self


• Olfactory system has shown to have differences

• Whirling without dizziness


• Abnormal reactions to gravity


• Preoccupation with spinning objects


A big challenge that creates major difficulty is the sense of touch!

• Difficulty relating to people; often treats other people as objects


• Stranger anxiety


• Only respond to strong cues


• Show inability to use objects in age-appropriate manner


• If one interferes with the use of an object they are using, the child may experience distress


• Change in schedule and/or order will greatly disturb and affect child's mood, as schedule is vital for an autistic child to function

Extreme discomfort
Extreme outburst of rage and panic

Important - there are times in which these mood disturbances can occur without explanation:

• Crying


• Laughing


• Self-destructive behaviors


* Social challenges are one of the biggest reasons why autistic children struggle to participate in physical activity!

For an organized physical activity program to be effective for autistic children, it must include the following:

1. Inclusion


2. A specialized team (specialists) to organized and plan programs


3. Individualized and/or Tailor-made activities


4. Volunteers


5. Sign language an asset

Developing the abilities of autistic children and helping them learn is most critical to their success. Discovering their unique ability is most important for children with conditions that affect the ways in which they learn and perform physical and motor skills.

Inclusion must begin with a specialist or a group of people who love and are willing to help those who deal with autism. Such people must be accepting and willing to take the responsibility of a disabled child (i.e., autistic child).

The purpose of a specialized team is for providing an appropriate education and needed support for a disabled child, provide that child the opportunity to learn, and assist the disabled child to adapt and function to the best of his/her ability.

The specialized team should assist and supervise programmers and organizers to change and adjust the necessaries in a program to fit the autistic child's need(s).

If an autistic child is involved in a physical activity program, then there has to be a specialist, or at the very least, a volunteer responsible enough and willing to work with the child, monitoring his/her behavior and performances.

Caregivers should pay extremely close attention to children with autism, or once they get out of the volunteer or specialist's eye sight, these kids might do something that they think is fun and right, while it might be considered dangerous and harmful.

Therefore, the individualized program...

Things to consider before recommending a program:

1. Identify autistic child's medical condition


2. Determine what activities that are not suitable for their condition


3. Determine functional motor skills needed

Volunteers with a caring heart and a desire in helping children with special needs

• They should be active in promoting health awareness and physical fitness


• In preventing potential harm to both parties, volunteers should receive proper education before working with autistic children

In some extreme cases, autistic children on the low functioning side of the spectrum struggle with auditory challenges and might block out everything you tell them. Therefore, in those situations, sign language is one way to lead them.

Often times, their parents will tell you which sign language to use that will help you the most. But even so, it is very important for those who work with autistic children to have knowledge of sign language.

It is always an asset to be versatile and ready to face uncertainties, rather then learning new information when needed.

Some examples of sign language on movements:

Do not be afraid of them! They are really just normal children who need help! Trust me! They may be more frightened.

In dealing with autistic children, some deviant behavior must be overlooked when initiating programs. From personal experience, just play with them, play like them, give them a chance to know who you are, let them know how you feel about them, try to eliminate that barrier, break the ice, and be friendly! When they are acclimated to changes in routines that are required in the program, then helpers can target and address problem behavior.

One possible way to increase participation is by using creative teaching.

• Change activities frequently


• Employ learning stations


• Plan transitions

Task variation method is one of the better ways in retaining previously learned skills while implementing new skills. It is suggested for a teacher to teach a new skill while randomly inputting previously learned skills, and changing instruction every two to three minutes to help skill retention.

Daily life Therapy program is specifically designed for autistic children and involves highly structured, group-oriented instructions (O'Connor, French, & Henderson, 2003). In this program, vigorous physical activities are used to reduce stereotypical behaviors. It has been suggested in research that vigorous physical activities, in addition to appropriate behavior management, will greatly reduce inappropriate behaviors.


Guidelines to a Program

• It is appropriate to promote managing inappropriate behavior


• Proper applications of exercise guidelines

Use of equipments like

• Jump ropes


• Mini-trampolines


• Tricycles


• Bicycles


• Heart-rate monitors. Etc...

• Rhythmic

• Running


• Hopping


• Jumping, etc...

• Depend on individual physical fitness


• His/her ability to adhere to the program

• Combine sequential activities to increase cardiovascular fitness


• Dance (simple) is a great way to start!


• I.e. 4 steps 4 beats


• Alternative programs for referencing - Preschool aerobic fun, Fit as a Fiddle

• Only those who can follow visual cues!


• Alternative programs for referencing - Aerobikids, Fantastic Kids Fitness Program - Movement Therapy Programs