Academic learning time in physical education (ALT-PE) during an adapted tennis program for children with autism spectrum disorders

Abstract

As the prevalence of autism spectrum disorder (ASD) increases, there is a growing need to develop physical activity interventions that address the behavioral challenges experienced by individuals with ASD. Physical education teachers have employed behavioral supports that add more structure and adapt the environment for individuals with ASD, which are associated with increased engagement for individuals with ASD during PE. The purpose of this study was to quantify motor engaged behaviors (i.e. motor appropriate (MA)), motor inappropriate (MI), motor supported (MS) during skill practice in 18 individuals with ASD (ages 7-19 years) participating in an adapted tennis program (ACEing Autism) using the Academic Learning Time in Physical Education (ALT-PE) instrument. Overall, the supports provided during the program may have enabled participants with ASD to spend more time in MA and MS than MI. Indeed, the participants spent over 50% of their time in MA during the program.

Keywords:

• Behavior supports
• behavior coding
• on/off-task
• community program
• disability
• Autism Spectrum Disorder (ASD)

Disclosure statement

No potential conflict of interest was reported by the authors. This project is IRB approved at Auburn University (17-179 MR 1705).

Additional information

Funding

This project was funded by the Local Impact Grant from Autism Speaks, the IKKOS technology student grant, the North American Society for the Psychology of Sport and Physical Activity student research award, and the Competitive Outreach Grant from Auburn University.