Using teacher-implemented playground interventions to increase engagement, social behaviors, and physical activity for young children with autism

Jennifer R. Ledford, Justin D. Lane, Collin Shepley, Sarah M. Kroll

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

Children with autism have deficits in social communication and may engage in less moderate-to-vigorous physical activity (MVPA) than children without disabilities. In this study, a classroom teacher implemented two interventions in the context of an alternating treatments design. Physical activity, engagement, and social behaviors were monitored for two young children with autism spectrum disorders. Data show that engagement and social behaviors increased during a structured choice (SC) intervention condition. MVPA was variable within and across conditions, but appropriate physical activity (e.g., physical activity that was associated with engagement) was highest during the SC condition. A final condition during which the teacher prompted movement showed minimally higher physical activity with sustained social and engagement behaviors.

Original languageEnglish
Pages (from-to)163-173
Number of pages11
JournalFocus on Autism and Other Developmental Disabilities
Volume31
Issue number3
DOIs
StatePublished - Sep 1 2016

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2014.

Keywords

  • autism
  • choice
  • engagement
  • physical activity
  • playground
  • social skills
  • teacher implemented

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Neurology
  • Clinical Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health

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