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

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.