Abstract
Individuals with ASD frequently have difficulty with executive function (EF) and fitness. EF contributes to success in school and work and allows people to manage the stresses of and barriers to daily life activities. Participation in a daily physical exercise program significantly improved executive function and fitness among adolescents with ASD, suggesting the importance of developing, enabling, and supporting daily physical activity programs in school practice.
Primary Author and Speaker: Claudia Hilton
Additional Authors and Speakers: Karen Ratcliff
Contributing Authors: Diane Collins, Julie Jones
Despite national initiatives to decrease obesity, adolescents with ASD face obstacles to overcoming inactive lifestyles as they prefer sedentary video and computer games, and have difficulty with motor coordination that diminishes motivation to exercise and participate in physical education activities compared to typically developing (TD) peers (Rutkowski & Brimer, 2014). Finding strategies and interventions that can increase participation in regular physical activities and reduce the complex problems of those with ASD is challenging. Physical activity participation by children and adolescents has resulted in positive outcomes in physical activity when they were older, perceived self-competence, executive function, and academic achievement (Bremer & Cairney, 2016). Interventions targeting these skills have the potential to increase lifetime physical and mental well-being.
Executive function (EF) allows people to initiate and organize tasks and to persevere in the face of challenges. It contributes to success in school and work and allows people to manage the stresses of and barriers to daily life activities. Children with ASD frequently have impaired EF. EF difficulties are correlated with ASD core symptoms and adaptive behavior difficulties, are commonly reported in school age children with ASD (Kenworthy et al., 2009), and are linked to decreased independence and poor outcomes in adulthood (Hume et al., 2009).
Assessments used were the Behavior Rating Inventory of Executive Function, 2nd Ed. (BRIEF), a parent questionnaire, and measures of height and weight. Participants were tested at the beginning and end of the school year.
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