The effects of physical activity on the on-task behavior of young children with autism spectrum disorders

Shane K. H. Miramontez; Ilene S. Schwartz

Vol. 9 No. 2 (2016) IEJEE Special Issue Autism Spectrum Disorders (ASD): Approaches to Training, Teaching, and Treatment

The effects of physical activity on the on-task behavior of young children with autism spectrum disorders

Shane K. H. Miramontez
Ilene S. Schwartz

Published August 23, 2017 | Pages: 405-418 | Views: 901

Download PDF

SHARE

Abstract

The purpose of this study was to examine the effects of adult-directed physical activities conducted during circle time on the on-task behavior of students during a journal-writing activity held immediately after circle. The participants of the study were three male students with Autism Spectrum Disorder (ASD) who attended a full day inclusive kindergarten program. During the last five minutes of morning circle the entire class, including the target participants, engaged in one of three activities that required different amounts of physical exertion (yoga, dance party, or book reading) that were selected randomly by the teacher. On-task behavior data was collected for each participant during the first five minutes of the subsequent journal writing activity. Results found that, in general, movement (yoga and dance party) prior to journal led to higher levels of on-task behavior during journal writing, with different activities yielding different outcomes for individual participants. Implications are that students with ASD would benefit from participating in multiple bouts of planned physical activity across the instructional day.

<p>The purpose of this study was to examine the effects of adult-directed physical activities conducted during circle time on the on-task behavior of students during a journal-writing activity held immediately after circle. The participants of the study were three male students with Autism Spectrum Disorder (ASD) who attended a full day inclusive kindergarten program. During the last five minutes of morning circle the entire class, including the target participants, engaged in one of three activities that required different amounts of physical exertion (yoga, dance party, or book reading) that were selected randomly by the teacher. On-task behavior data was collected for each participant during the first five minutes of the subsequent journal writing activity. Results found that, in general, movement (yoga and dance party) prior to journal led to higher levels of on-task behavior during journal writing, with different activities yielding different outcomes for individual participants. Implications are that students with ASD would benefit from participating in multiple bouts of planned physical activity across the instructional day.</p>

Listen -

References

American Psychiatric Association (APA). (2013) Diagnostic and statistical manual of mental disorders. Fifth edition. Washington, DC: American Psychiatric Association.
Baumeister A. A., & MacLean W. E. (1984). Deceleration of self-injurious and stereotypic responding by exercise. Applied Research in Mental Retardation. 5(3), 385-93.
Brown, W. H., Googe, H. S., McIver, K. L., & Rathel, J. M. (2009). Effects of teacher-encouraged physical activity on preschool playgrounds. Journal of Early Intervention, 31(2), 126-145.
Brown, W. H., Pfeiffer, K. A., McIver, K. L., Dowda, M., Addy, C. L., & Pate, R. R. (2009). Social and environmental factors associated with preschoolers’ nonsedentary physical activity. Child development, 80(1), 45-58.
Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Development Disorders. 30(6), 553-567.
Carnahan, C. R., Hume, K., Clarke, L., & Borders, C. (2009). Using Structured Work Systems to Promote Independence and Engagement for Students With Autism Spectrum Disorders. Teaching Exceptional Children, 41(4), 6-14.
Carnahan, C., Musti-Rao, S., & Bailey, J. (2009). Promoting active engagement in small group learning experiences for students with autism and significant learning needs. Education and Treatment of Children, 32(1), 37-61.
Celiberti D.A., Bobo H.E., Kelly K.S., Harris S.L., & Handleman J.S. (1997). The differential and temporal effects of antecedent exercise on the self-stimulatory behavior of a child with autism. Research in Developmental Disabilities. 18(2), 139-150.
Centers for Disease Control and Prevention. (2016). Prevalence of autism spectrum disorders among children aged 8 years: Autism and developmental disabilities monitoring network, 11 sites, United States, 2012. Mortality Morbidity Weekly Report Surveillance Summaries, 65, 1–28.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson.
Dawson, G. & Watling, R. (2000). Interventions to facilitate auditory, visual, and motor integration: A review of the evidence. Journal of Autism and Developmental Disorders, 30, 415-421.
Delano, M. & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8(1), 29-42.
Egan, A. M., Dreyer, M. L., Odar, C. C., Beckwith, M., & Garrison, C. B. (2013). Obesity in young children with autism spectrum disorders: prevalence and associated factors. Childhood Obesity (print), 9(2), 125-31.
Elliott, R. O., Dobbin, A. R., Rose, G. D., & Soper, H. V. (1994). Vigorous, Aerobic Exercise versus General Motor Training Activities: Effects on Maladaptive and Stereotypic Behaviors of Adults with Both Autism and Mental Retardation. Journal of Autism and Developmental Disorders. 24(5), 565.
Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of autism and developmental disorders, 41(8), 1044-1052.
Gast, D. L. (2010). Single Subject Research Methodology in Behavioral Sciences. New York: Routledge.
Goodman, G., & Williams, C. M. (2007). Interventions for Increasing the Academic Engagement of Students With Autism Spectrum Disorders in Inclusive Classrooms. Teaching Exceptional Children, 39(6), 53-61.
Grieco L.A., Jowers E.M., & Bartholomew J.B. (2009). Physically active academic lessons and time on task: The moderating effect of body mass index. Medicine and Science in Sports and Exercise. 41(10), 1921-1926.
Hinkley, T., Teychenne, M., Downing, K. L., Ball, K., Salmon, J., & Hesketh, K. D. (2014). Early childhood physical activity, sedentary behaviors and psychosocial well-being: a systematic review. Preventive medicine, 62, 182-192.
Holifield, C., Goodman, J., Hazelkorn, M., & Heflin, J.L. (2010). Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children with Autism. Focus on Autism and Other Developmental Disabilities. 25(4) 230–238. DOI: 10.1177/1088357610380137
Hume, K., & Odom, S. (2007). Effects of an Individual Work System on the Independent Functioning of Students with Autism. Journal of Autism and Developmental Disorders. 37(6), 1166-1180.
Howie, E. K., Beets, M. W., & Pate, R. R. (2014). Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: a dose–response. Mental Health and Physical Activity, 7(2), 65-71.
Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (1998). Impact of recess on classroom behavior: Group effects and individual differences. The Journal of Educational Research. 92(2), 121.
Kern L., Koegel R.L., & Dunlap G.. (1984). The influence of vigorous versus mild exercise on autistic stereotyped behaviors. Journal of Autism and Developmental Disorders. 14(1), 57-67.
Kern L., Koegel R.L., Dyer K., Blew P.A., & Fenton L.R. (1982). The effects of physical exercise on self-stimulation and appropriate responding in autistic children. Journal of Autism and Developmental Disorders. 12(4), 399-419.
Koegel, L.K., Singh, A.K., & Koegel, R.L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders. 40, 1057-1066.
Levinson, L. J., & Reid, G. (1993). The effects of exercise intensity on the stereotypic behaviors of individuals with autism. Adapted Physical Activity Quarterly. 10(3), 255.
MacDuff G.S., Krantz P.J., & McClannahan L.E. (1993). Teaching children with autism to use photographic activity schedules: maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis. 26(1), 89-97.
Mahar, M. (2011). Impact of short bouts of physical activity on attention-to-task in elementary school children. Preventive Medicine, 52, 60-64.
Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., & Raedeke, T. D. (2006). Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior. Medicine and Science in Sports and Exercise. 38(12), 2086- 2094.
Marks, Helen M. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years. American Educational Research Journal, 37(1), 153-84.
Marks, S. U., Shaw-Hegwer, J., & Schrader, C. (2003). Instructional Management Tips for Teachers of Students With Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35(4), 50-4.
Morrison, R. S., Sainato, D. M., BenChaaban, D., & Endo, S. (2002). Increasing Play Skills of Children with Autism Using Activity Schedules and Correspondence Training. Journal of Early Intervention. 25(1), 58-72.
National Center for Chronic Disease Prevention and Health Promotion. A report of the Surgeon General on persons with disabilities. Retrieved from: http://www.cdc.gov/nccdphp/sgr/pdf/disab.pdf
National Center for Chronic Disease Prevention and Health Promotion. A report of the Surgeon General on adolescents and young adults. Retrieved from: http://www.cdc.gov/nccdphp/sgr/pdf/adoles.pdf
National Research Council (U.S.). (2001). Educating children with autism. Washington, DC: National Academy Press.
Nicholson, H., Kehle, T. J., Bray, M. A., & Heest, J. V. (2011). The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder. Psychology in the Schools, 48(2), 198-213.
Owen, K., Parker, P., Van Zanden, B., Macmillan, F., Astell-Burt, T., & Lonsdale, C. (2016). Physical Activity and School Engagement in Youth: A Systematic Review and Meta-Analysis. Educational Psychologist, 51(2), 129-145.
Pan, C.-Y., & Frey, G. (2006). Physical Activity Patterns in Youth with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. 36(5), 597-606.
Pan, C.-Y. (2008). Objectively Measured Physical Activity Between Children With Autism Spectrum Disorders and Children Without Disabilities During Inclusive Recess Settings in Taiwan. Journal of Autism and Developmental Disorders. 38(7), 1292-1301.
Pate, R. R., McIver, K., Dowda, M., Brown, W. H., & Addy, C. (2008). Directly observed physical activity levels in preschool children. Journal of School Health, 78(8), 438-444.
Peck, C.A., Staub, D., Gallucci, C., & Schwartz, I. (2004). Parent perception of the impacts of inclusion on their nondisabled child. Research & Practice for Persons with Severe Disabilities, 29(2), 1-9.
Rasberry, C., Lee, S., Robin, L., Laris, B.A., Russell, L., Coyle, K., & Nihiser, A. (2011). The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature. Preventive Medicine, 52, 10-20.
Rosenthal-Malek, A., & Mitchell, S. (1997). Brief Report: The Effects of Exercise on the Self-Stimulatory Behaviors and Positive Responding of Adolescents with Autism. Journal of Autism and Developmental Disorders. 27(2), 193-202.
Schwartz, I., & Baer, D. M. (1991). Social-validity assessments: Is current practice state-of-the-art. Journal of Applied Behavior Analysis, 24, 189-204.
Spriggs, A. D., Gast, D. L., & Ayres, K. M. (2007). Using Picture Activity Schedule Books to Increase On-Schedule and On-Task Behaviors. Education and Training in Developmental Disabilities, 42(2), 209-23.
Staub, D., Peck, C.A., Gallucci, C. & Schwartz, I. (1999). Peer Relationships. In M.E. Snell & F. Brown (Eds), Instruction of Students with Severe Disabilities (381-407). Upper Saddle River, New Jersey: Prentice Hall.
Tucker, P. (2008). The physical activity levels of preschool-aged children: A systematic review. Early Childhood Research Quarterly, 23(4), 547-558.
Wang, M., & Holcombe, R. (2010). Adolescents' Perceptions of School Environment, Engagement, and Academic Achievement in Middle School. American Educational Research Journal,47(3), 633-662.
Watling, R. L., Dietz, J. & White, O. (2001). Comparison of sensory profile scores of young children with and without Autism Spectrum Disorders. The American Journal of Occupational Therapy. 55, 416-423.
Watters, R. G., & Watters, W. E. (1980). Decreasing Self-Stimulatory Behavior with Physical Exercise in a Group of Autistic Boys. Journal of Autism and Developmental Disorders. 10 (4), 379-87.
Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

Keywords

Physical activity, On-task behavior, Autism

Affiliations

Shane K. H. Miramontez

University of Washington, USA

Ilene S. Schwartz

University of Washington, USA

Downloads

Download data is not yet available.

How to Cite

Miramontez, S. K. H., & Schwartz, I. S. (2017). The effects of physical activity on the on-task behavior of young children with autism spectrum disorders. International Electronic Journal of Elementary Education, 9(2), 405–418. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/166