Sage Journals: Discover world-class research

Abstract

The purpose of this article is to describe a successful physical activity program for students with autism. The content of this program, known as Success in Physical Activity, focuses on two areas: physical fitness and motor ability. Development of this activity program was based on adaptations of the Treatment and Education of Autistic and Related Communications-Handicapped Children (TEACCH) recreational structure program. The TEACCH recreational structure program includes the following elements: physical structure, schedules, and task organization. Each element is modified to adhere to the physical education environment and to accommodate the unique characteristics and preferences of students with autism.

Get full access to this article

View all access options for this article.

References

Coucouvanis, J. (1997). Behavioral intervention for children with autism . Journal of Child and Adolescent Psychiatric Nursing, 10(1), 37-44.

Individuals with Disabilities Education Act of 1990, 20 U.S.C. § 1400 et seq.

Schopler, E. , & Mesibov, G.B. (1994). Behavioral issues in autism. New York: Plenum Press.

Schopler, E. , Mesibov, G.B. , & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. B. Mesibov (Eds.), Learning and cognition in autism (pp. 243-267). New York: Plenum Press.

Sherrill, C. (1998). Adapted physical activity, recreation, and sport: Cross disciplinary and lifespan (5th ed.). Dubuque, IA: McGraw-Hill.

Weber, R.C. , & Thorpe, J. (1992). Teaching children with autism through task variation in physical education. Exceptional Children, 59(1), 77-86.

Zikratch, H. (1997, May). TEACCH training and structured recreation . Presentation given at the Riverside Unified School District Teacher Training, Riverside, CA.

Successful Physical Activity Programming for Students with Autism

Abstract

Get full access to this article

References