Integrating physical education to teach appropriate play skills to learners with autism: A pilot study
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Stuart J. Schleien, Professor & Chair (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: This pilot study attempted to determine the effects of a collaborative socio-motor, adapted physical education/therapeutic recreation curriculum on the social play and motor development of learners with autism and their nonhandicapped peers in an integrated physical education classroom setting. Six students with autism, ages 4-12, participated with 50 nonhandicapped peers in a 9-week, twice weekly, physical education class at a public elementary school. All participants received training as "Special Friends" as well as instruction in the curriculum which included a variety of lifelong recreation and physical education activities designed to teach social skills and fundamental motor skills. Results of t tests indicated significant reductions in inappropriate play behavior for the younger group at the parallel and cooperative/competitive-dyad social levels of play. Although no other significant changes in participants' behaviors occurred, the following observations indicated increased involvement in the activities by the participants: (a) reduced inappropriate play behavior, (b) reduced target inappropriate behaviors, and (c) development of motor proficiency in catching and striking skills.
Integrating physical education to teach appropriate play skills to learners with autism: A pilot study
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Created on 1/1/1988
Views: 6496
Additional Information
- Publication
- Adapted Physical Activity Quarterly, 5, 182-192
- Language: English
- Date: 1988
- Keywords
- Social play, Motor development, Students with autism, Nonhandicapped students, Physical education activities, Therapeutic recreation