Creating Supportive Environments

Physical Educationfor Shidenls With Autism

Teaching Tips and Strategies

Riley is a 7-year-old student with autismwho attends his neighborhood publicschool. He goes to physical educationwith the other 19 students in his inclu-sive classroom, his paraprofessional.and 3 other second-grade classes with 20students in each class. When Riley is inphysical education, he is seldom partic-ipating in the lessons taught by the gen-eral physical educator. Rather, his para-professional runs to follow him aroundthe gymnasium, pulls him from comers,and encourages him to redtice his self-

stimulating behaviors. Riley screams atleast once during most physical educa-tion classes.

The previous scenario is not an uncom-mon one even though it is obvious thatRiley is either not in his least restrictiveenvironment or the necessary supple-mentary aids and services are not inplace for him to be successful in the cur-rent placement (Sherrill, 2004). TheIndividuals With Disabilities EducationImprovement Act of 2004 continued to

Kristi Sayers Menear

Shannon Smith

designate physical education as a directservice, meaning it is a required servicefor all students. Likewise, according tothis law, schools must place students inthe general physical education settingand provide supplementary aids andservices until it is determined that thestudents need an individualized educa-tion program (IEP) for physical educa-tion, at which time other placementoptions can be considered.

Physical Ediucaflon and fheSpecial Education ProcessIn Riley's case, the general physical edu-cation teacher should have ample datato document Riley's current behaviorsduring class, the teaching environmentthat occurs around those behaviors (i.e.,an ecological assessment), Riley's per-formance level on individual measuresof motor development and physical fit-ness, and the effectiveness of the sup-plementary aids and services that arecurrently in place for Riley during phys-ical education [Horvat, Block, & Kelly,2007; Menear, Sims, and Phillips, 2007;TVipp & Zhu, 2005). The IEP team shouldlook at the ecological assessment dataand the results of an individualizedmotor skills assessment of Riley'sstrengths and needs in regards to physi-cal education and compare these to thegeneral physical education curriculum(Dunn & Leitschuh. 2006}. The teamshould then develop goals that will helpRiley progress through the physical edu-cation curriculum and meet the defini-

32 • COUNCIL FOR EXCEPTIONAL CHILDREN

NcrtKHKit Standards for Physical Educarion

Physical activity is critical to the development and maintenance of good health. Thegoal of physical education is to develop physically educated individuals who havethe knowledge, skills, and confidence to enjoy a lifetime of healthful physicalactivity.

A physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patternsneeded to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strate-

gies, and tactics as they apply to the learning and performance of physical activi-

ties-

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self andothers in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expres-sion, and/or social interaction.

Source: National Association for Sport and Physical Education. 2004. p. II. ^ ^ ^ ^

tion of a physically educated person {seebox "National Standards for PhysicalEducation"). In addition, the IEP teamshould determine the most appropriateplacement[s) for Riley's physical educa-tion lessons that will lead to achieve-ment of the physical education goals onhis IEP and that considers the safety ofall students [Aufsesser, 2003).

The box "Sample Physical EducationIEP Goals for Riley" gives an example ofwhat Riley's IEP goals for physical edu-cation may look like. Riley's IEP teamshould remember that the continuum ofplacement options (see box "Continuumof Placements Options") for addressingRiley's physical education goals is

Sample Physical Educatian IEPGoals for Riley

Goal I—Riley will participate in onelifetime fitness activity for at least 20min per exercise session.

Goal 2—Riley will demonstrate theobject control skills of throwing,catching, and striking, at a matureperformance level for his developmen-tal age.

Goal 3—Riley will participate for 10minutes with his peers in small groupphysical activities such as low-organ-ized games and other cooperativeactivities.

dynamic; the best placement for onegoal may not be his least restrictiveenvironment for meeting another physi-cal education goal (Block, 2007).Variables that can influence instructionin Riley's least restrictive environmentinclude accessibility, curriculum, pro-gram participation, support personnel,teaching style, management of behavior,grading, assessment, and equipment(Auxter, Pyfer, & Huettig, 2005). The IEPteam is also responsible for determiningwho will deliver the instruction that tar-gets Riley's physical education goals;the instructor(s) could be the generalphysical education teacher and/or anadapted physical educator. A parapro-fessional and peer helpers may also beneeded (Lieberman & Houston-Wilson,2002).

The sample IEP for Riley is reflectiveof the common needs of students withautism during physical education. Thenature of autism implies that smallgroup or individual physical activitiesmay be more appropriate than workingin large groups or competitive teams tolearn hfelong physical activities (Amer-ican Psychiatric Association, 2000).Additionally, the tendency for studentswith autism to do well with repetitiveactivities can be an opportunity to teachindividual fitness activities such as bicy-cling (on a mobile or a stationary bike).using a stairmaster or an elliptical ma-

chine, or walking/running on a tread-mill—all of which are fun, meaningful,and generahzable activities that canprovide a lifetime of wellness (seeFigure 1). A focus on fitness during ele-mentary physical education can helpensure the development of independ-ence in one or more lifetime fitnessactivities by the time Riley is older.

The Individuals WithDisabilities Education

Improvement Act of 2004continued to designatephysical education as adirect service, meaningit is a required service

for all students.

Given that Riley is in elementaryschool, it is also important for him todevelop a range of basic molor skills thatare fun, meaningful, and generahzableto activities he can participate in indi-vidually, with an appropriately sizedgroup of peers during physical educa-

1Conrinuum of PlacementsOptions

• Full, independent participation ingeneral PE

• Full, independent participation ingeneral PE with younger children

• Independent participation in gen-eral PE in some units

• Independent participation in somephases of the general PE class H

• Participation in general PE with''specific APE instruction

• Separate, but equal, APE with typ-ical peers (reverse mainstream ing)

• Separate, but equal, APE withpeers with disabilities

• APE in home, hospital, or institu-tion

Source: Auxter, Pyfer, & Huettig. Prin-ciples and Methods of Adapted PhysicalEducation and Recreation. 10/E. p. 169,®2005 McGraw Hill Education. Reprintedwith permission of the publisher.

TEACHING EXCEPTIONAL CHILDREN • MAY/JUNE 2008 • 33

Figure 1 . Students With Autism Can Be Very Successful WithTraditional Statlenory Exercise Equipment

tion, or with peers and family duringlifelong participation in community-based leisure and recreation activities.The placement for participation in phys-ical education lessons that target thesegoals may change as his participationand improvement in the related activi-ties change. For example, Riley may ini-tially leam the fundamental motor skillsof throwing and catching by using a balland a scoop that are connected by astring while he is in a quiet environmentthat allows him to focus on this activity.

Then, he may work in a quiet envi-ronment with a partner by using a balltbat attaches to Velcro on a hand mitt ora paddle. Next, he may throw and catchwith a partner who is a few feet away;and then, he may throw to a partnerwho is on the move. Following that, hemay work on throwing and catching asa part of a skill theme station with mul-tiple students involved in the stationactivity. Then, he may throw and catch

in a small group activity. Finally—ifappropriate—he may participate in alarger group game that utilizes throwingand catching skills. This progressionallows for individual feedback on motorskill development while decreasingextraneous sensory stimulation that cancause unwanted behaviors.

lips and StrotoglesStudents with autism have needs duringphysical education that resemble theirneeds throughout other parts of the day.Many students with autism often workbest with a structured and consistentroutine, visual boundaries, and reducednegative sensory stimulation {Coyne &Fullerton, 2004). Meeting these needsrequires much effort on the part of thephysical educator because the physicaleducation environment is different fromother school environments—the physi-cal space in which lessons are taughtis larger: more people participate inthe lessons; more equipment is needed

to implement the lessons; and there iscombined sensory input. Physical edu-cation teachers of students with autismmay need to conscientiously arrange theteaching environment and activitiessuch that they allow the students withautism to be safe, successful, and chal-lenged without overstimulating them.The box, "Teaching Tips for PhysicalEducation," provides specific teachingtips that have been successful whenproviding physical education to stu-dents with autism, including Riley. Forinformation regarding the link betweenphysical activity and improved behav-iors of children with autism, readers arereferred to O'Connor, French, and Hen-derson (2000).

Students with autism haveneeds during physical

education which resembletheir needs throughout other

parts of the day.

The tips in box, "Continuum ofPlacements Options," are used withRiley as needed, depending on hisplacement for each teaching unit (seebox, "Continuum of PlacementsOptions," for the continuum of place-ments options). However, one tip in par-ticular (Tip »3) has been especiallyeffective in all placements where hisindividual fitness activity goal is imple-mented (see box, "Sampie PhysicalEducation IEP Goals for Riiey," for hisIEP goals). Riley's individual fitnessactivity goal is addressed by learning toride a bicycle. Riding a biqfcle capital-izes on Riley's need for repetition andvestibular input, and in the future it canbe implemented as an independent oras a group activity. Riley works on thisgoal during recurring days of ridingadaptive bicycles outside with a groupof eight other students (his "separate,but equal, adapted physical education[APE] with peers with disabilities"placement). He also works on the goalwhen his inclusive class goes to the fit-ness lab (his "independent participationin some phases of the general physicaleducation class" placement). Addi-

34 • COUNCIL TOR ExCEmoNAL CHILDREN

eaehmg Tips for Physical Education

1. Start every day in physical education with the same instantactivity or warm-ups. End every lesson with the same cooldown activity.

2. Give each student one color of his or her choice to use for hisor her individual pennie vest, wall spots, floor spots, and allactivity equipment. This allows the student to get going withthe activity right away because he or she can predict where togo and what equipment to use. It also provides consistent visu-al input for physical boundaries and activity targets.

3. Keep verbal instructions brief. Use the student's dominantmode of learning to present new material. Demonstrations oftenwork well. A video of a peer performing the activity correctly isa very concrete and helpful form of visual input. If a studentneeds a reminder of what to do or how to perform a movement,focus on a very limited number of concise teaching cues thatemphasize the most important concepts.

4. Be consistent with methods used in the classroom for behaviormanagement and communication (charts, peer tutors, smallgroups, picture symbols, timers to indicate how long participa-tion in an activity will last, individualized curriculum). FigureA is an example of a short story for physical education. The pic-tures in the short story can also be used as symbols offered tohelp the student make choices or as part of a picture scheduleused to follow the sequence of the lesson.

5. Routines are important, but recognize when old ones can befaded out and new ones implemented.

6. Eliminate wait time during physical education. Keep the stu-dents active. This will help reduce undesirable behaviors andincrease physical activity benefits.

7. Remember that open space can be visually overwhelming. TVythemed activity stations and use boundaries to define stationareas. For station rotation, use arrows to indicate directions,keep rotation order constant, and use a constant rotation cuethat is appropriate for the student's sensory needs and chal-lenges (e.g., music, handraising). Put a floor spot for each stu-dent at each station. Gradually increase the time spent at eachstation. When appropriate, vary the equipment at a station orchange a station theme to meet Ihe student's needs; however,allow participation in a familiar activity before presenting thenew activity to the student. Introduce new activities in smallsequences of subtasks and in gradually longer periods of timespent at the new activities. Alternate the station themes so onestation is for skill-based activity (i.e., catching) and the next sta-tion is for an activity that targets cardiovascular strength (i.e.,mini-trampolines). See box, "Examples of Physical EducationStation Themes and Related Activities" for more examples ofstation themes.

1. Select a variety of equipment to meet the station theme andthen encourage students to choose their specific piece of equip-ment. By offering several options for completing a task, you fos-ter students' recognition of their own interests and abilities, youeffectively allow the student to perform his or her own self-identified task, and you give the student some control.

Figure A. Exampie of a Shert StoryPhysical Education Class

for

Today in PE

walk

throw

catch

jump trampoline

continues

TEACHING EXCEPTIONAL CHILDREN • MAY/JUNE 2008 • 35

10.

11,

Teaching Tips for Physical Education -- Continued

9. Determine if/when you should focus on individual activities. Some group andteam activities may be inappropriate for students with autism because they illic-it unwanted behaviors that are due to the students' with autism sensory chal-lenges and therefore will decrease all students' time on task.Adopt a focus on fitness throughout elementary, middle school, and high schoolphysical education. For best results, balance the child's skills and interests withhis or her family's interests and the available community-based resources. Thegoal is for the student to learn a fitness activity that can be engaged in for a life-time and generalized to a variety of settings.

Be prepared to offer an individual fitness activity to a student who needs redi-rection during physical education or to a student who chooses to take himselfor herself out of the activity. The individual activity (i.e., a stationary bike keptin the corner of the activity area) keeps the student's focus on physical educa-tion but allows the student the needed respite from the previous activity.Continuously monitor student progress and program effectiveness.Keep in mind that success precedes motivation for students with autism, just asit does for most all other people! In physical education, students should alwaysbe safe (mentally, physically, and emotionally) and the physical activities inwhich they are engaged should provide them with a balance of success andchallenge. The results will be more time on task and fewer undesirable behav-iors.

Always remember to look for the positive. It can be slow to appear or hard tosee but very rewarding!

I

I14

Exomples of Physical EducationStation Themes and RelatedActivities

• Eye-hand coordination (scarves,fluffballs, grab-ball, katch-n-throw, three sizes of rubberflexgrab-balls, and two sizes ofscoop & ball)

• Cardiovascular (step aerobics}

• A second eye-hand coordinationstation (parachute activities)

• Cardiovascular (trampolines)

• Balance (various balance beams)

• Cardiovascular (scooters withstudents choosing their posi-tions)

• Bowling (a great community-based individual or teamactivity)

• Flexibility/cool down (individualstretches)

tionally, a stationary bike is placed inthe gymnasium during his "participa-tion in general physical education withspecific APE instruction" placement.

[5]tudents with autism can be

very successful when they are

placed in their least restrictive

environments far physical

education and have the

needed supplementary aids

and services present to assist

them with meeting their

physical education goals.

The stationary bike in the gymnasi-um is used as a "safe activity" that Rileyhas learned to take himself to when hefeels overwhelmed by the other activi-ties being offered. This option seems toprevent or decrease Riley's meltdownsduring physical education. Often, whenhe gets on the stationary bike, he putsforth great effort to pedal it. After near-

ly 5 minutes of pedaling at high speed,he is tired and returns to the plannedactivity. At this point, the physical edu-cator realizes that there was a reasonRiley took himself out of the plannedactivity and offers Riley appropriateadaptations when reentering the activi-ty, based on her observations of Rileyand her assumptions about what mayhave been overwhelming him. Some-times the physical educator realizes thatthe activity has no meaning for Riley,and he will, therefore, not enjoy partici-pating in it nor get very many benefitsfrom the activity; thus, she makesappropriate changes. Riley will also takeit upon himself to use the stationarybike when he seems to feel there is toomuch instructional wait time during hisparticipation in fully inclusive classes.This approach offers Riley an appropri-ate substitute activity given the focus ofthe class is physical education: (a) It tiesinto his goal for a lifetime fitness skill;(b) it meets several of his sensoryneeds; (c) it is not disturbing to theteacher or the other students; (d) it is aconcrete activity; and (e) it seems tohave meaning to him. This approach

has been successfully adapted forRiley's other classrooms. His academicteachers offer him 5-min " fitnessbreaks" to walk briskly outside with aparaprofessional when he needs to takehimself out of an activity.

Conclusion

As you consider the examples and sug-gestions in this article, remind yourselfto always expect more out of your stu-dents with autism during physical edu-cation. The sky can be the limit if that'syour attitude! The students we workwith maintain engagement in physicalactivities for the entire 30 min of physi-cal education class each day of theweek. They swim independently; workout with supervision in the fitness labwith free weights and stationary equip-ment; rotate to skill-based and cardio-vascular activity stations (see Figure 2);self-select independent activities on afitness playground (Menear, Smith, &Lanier, 2006); and are learning to ridebicycles. Like Riley, students withautism can be very successful whenthey are placed in their least restrictiveenvironments for physical education

36 • COUNCIL FOR EXCEPTIONAL CHILDREN

Figure 2. Themed Skill Stations Can Offer an Overall Variety of Activities for a LessonAlong With Various Levels of Challenge at Each Station

and have (he needed supplementaryaids and services present to assist themwith meeting their physical edticationgoals.

References

American Psychiatric Association. (2000).Diagnostic and statistical mannai of men-tal disorders [5ih ed.}. Washington, DC:Author.

Aiifsesser, P. M. (2003). Liability considera-tions for placement of students with dis-abilities in general physical educationclasses. Palaestra. 19(2), 40-43, 58.

Auxter, D.. Pyfer, J., & Huettig, C. (2005).I^ncipies and methods of adapted physi-cal education and recreation (10th ed.).Boston: McGraw-Hill.

Block. M. E. (2007). A teacher's guide toincluding students with disabilities in gen-eral physical education {3rd ed.).Baltimore: Brookes.

Coyne. P., & Fullerton. A. (2004). Supportingindividuals with autism spectrum disorderin recreation. Champaign, IL: Sagamore.

Dunn. J. M., & Leitschuh, C. A. (2006).Special physical education (8th ed.).Dubuque, IA: Kendall/Hunt.

Horvat, M.. Block. M. E., & Kelly, L. E.(2007). Developmental and adapted physi-cal activity assessment. Champaign, IL:Human Kinetics.

Lieherman, L. J.. & Houston-Wilson. C.(2002). Strategies for inclusion: A hand-book for physical educators. Champaign.IL: Human Kinetics.

Menear, K. S., Sims, S., & Phillips. J. (2007).Fitness testing of students with disabili-ties: Comparing and modifying tests toprovide quality assessments for all stu-dents. Strategies: A Journal for Physicaland Sport Educators, 20(3), 12-20.

Menear, K. S., Smith. S.. & Lanier. S. (2006).Fitness playground for students withautism: Ideas for design and use. Journalof Physical Education, Recreation, andDance, 77(9). 20-25.

National Association for Sport and PhysicalEducation. (2004). Moving into the future:National standards far physical education(2nd ed.). Reston, VA; Author.

O'Connor, J., French, R.. & Henderson. H.(2000). Use of physical activity to improvehehavior of children with autism: 1\vo forone benefits. Palaestra. (6(3), 22-29.

Sherrill, C. (2004). Adapted physical activity,recreation, and sport: CrossdiscipUnaryand tifespan (6th ed.). Boston: McGraw-Hill.

TYipp, A., & Zhu W. (2005). Assessment ofstudents with disabilities in physical edu-cation: Legal perspectives and practices.Journal of Physical Education. Recreation,and Dance. 76(2), 41-47.

Kristi Sayers Menear (CEC AL Federation),Associate Professor. University of Alabama atBirmingham. Shannon Smith (CEC AL Fed-eration), Physical Activity Coordinator,Glenwood, Inc. Birmingham, Alabama,

Address correspondence to Khsti Menear,University of Alabama. Education BuildingRm. 232'L. IS30 3rd Avenue S., Birmingham,AL 35294 (e-mail: kmenear@uab.edu).

TEACHING Exceptional Children. Vol. 40,No. 5, pp. 32-37.

Copyright 2008 CEC.

TEACHING E.KCKPT10NAL CHILDREN • MAY/JUNE 2008 • 37