scholarly journals Physical Activity and Physical Fitness of School-Aged Children and Youth with Autism Spectrum Disorders

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Kiley Tyler ◽  
Megan MacDonald ◽  
Kristi Menear
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Handgrip Strength ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Typically Developing ◽  
Physically Active ◽  
School Aged Children ◽  
Children With Asd ◽  
Group Effects

Autism spectrum disorder (ASD) is characterized by impairments in social communication deficits and the presence of restricted and repetitive behaviors, interests, or activities. Literature comparing the physical activity and fitness of children with ASD to typically developing peers is in need of attention. The purpose of this investigation was to examine the physical activity and fitness of school-aged children with ASD (N=17) in comparison to typically developing peers (N=12). Participants with ASD completed diagnostic and developmental assessments and a series of physical fitness assessments: 20-meter multistage shuttle, sit-and-reach test, handgrip strength, and body mass index. Physical activity was measured using accelerometry and preestablished cut-points of physical activity (Freedson et al., 2005). MANCOVA revealed significant between-group effects in strength (P=.03), while ANCOVA revealed significant between-group effects in sedentary (P=.00), light (P=.00), moderate (P=.00), and total moderate-to-vigorous (P=.01) physical activity. Children with ASD are less physically active and fit than typically developing peers. Adapted physical activity programs are one avenue with intervention potential to combat these lower levels of physical activity and fitness found in children with ASD.

Rigidity coincides with reduced cognitive control to affective cues in children with autism

2018 ◽  
Author(s):  
Dienke J. Bos ◽  
Melanie R. Silverman ◽  
Eliana L. Ajodan ◽  
Cynthia Martin ◽  
Benjamin Silver ◽  
...  
Keyword(s):  
Cognitive Control ◽  
Repetitive Behavior ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
False Alarms ◽  
Typically Developing ◽  
Insistence On Sameness ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Affective Cues

The present study tested whether salient affective cues would negatively influence cognitive control in children with and without autism spectrum disorder (ASD). 100 children aged 6-12 years who were either typically developing or had ASD performed a novel go/nogo task to cues of their interest versus cues of non-interest. Using Linear Mixed-Effects models group differences in hit rate, false alarms and d-prime were tested. Caregivers completed the Repetitive Behavior Scale - Revised (RBS-R) to test associations between repetitive behaviors and task performance. Children with ASD had reduced cognitive control towards their interests compared to typically developing children. Further, children with ASD showed reduced cognitive control to interests as compared to their own non-interests, a pattern not observed in typically developing children. Decreased cognitive control towards interests was associated with higher insistence on sameness behavior in ASD, but there was no association between sameness behavior and cognitive control for non-interests. Together, children with ASD demonstrated decreased cognitive flexibility in the context of increased affective salience related to interests. These results provide a mechanism for how salient affective cues, such as interests, interfere with daily functioning and social communication in ASD. Further, the findings have broader clinical implications for understanding how affective cues can drive interactions between restricted patterns of behavior and cognitive control.

scholarly journals Barriers to Physical Activity in Children With Autism Spectrum Disorders: Relationship to Physical Activity and Screen Time

2015 ◽  
Vol 12 (4) ◽  
pp. 529-534 ◽  
Author(s):  
Aviva Must ◽  
Sarah Phillips ◽  
Carol Curtin ◽  
Linda G. Bandini
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Children With Autism ◽  
Parent Report ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Community Based ◽  
Children With Asd ◽  
The Hours ◽  
Barriers To Physical Activity

Background:Individual, social, and community barriers to physical activity (PA) experienced by children with autism spectrum disorder (ASD) make PA participation more difficult and may contribute to increased screen time.Methods:We compared the prevalence of parent-reported barriers to PA among 58 typically developing (TD) children and 53 children with an ASD, 3 to 11 years, and assessed the association between barriers and PA participation and screen time among children with ASD.Results:Parents of children with ASD reported significantly more barriers than parents of TD children. Based on parent-report, 60% of children with ASD required too much supervision compared with no TD children (P < .001). Parents of children with ASD were more likely to report that adults lack skills needed to include their child (58%), that their child has few friends (45%), and that other children exclude their child (23%). The number of parent-reported barriers to PA was inversely correlated with the hours spent in PA per year (r = −0.27, P = .05) and positively related to total screen time (r = .32, P < .03).Conclusions:These findings underscore the need for community-based PA programs designed to meet the special requirements of this population and policies that compel schools and other government-supported organizations for inclusion and/or targeted programming.

scholarly journals CORRELATION BETWEEN PHYSICAL FITNESS AND MOTIVATION FOR PHYSICAL ACTIVITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS

2021 ◽  
Vol 3 ◽  
pp. 28-36
Author(s):  
Ali Hamade ◽  
Oleksandra Petrusenko
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Physical Fitness ◽  
Effective Means ◽  
Correlation Coefficients ◽  
Autism Spectrum ◽  
Exercise Tests ◽  
Children With Asd ◽  
Fitness Indicators ◽  
Spectrum Disorders

Information on the correlation of physical fitness indicators to indicators of motivation for physical activity (PA) in schoolchildren with autism spectrum disorders (ASD) is very limited. The lack of such information makes it impossible to collect informative tests that best assess the level of РА literacy. It also hampers the effective identification of appropriate and effective means for the formation of РА literacy among schoolchildren with ASD. The study aims at comparing the levels of physical fitness and motivation for PA in children with ASD with their peers without disorders; determining the degree of correlation between physical fitness and motivation for physical activity in children with ASD. Data were collected from two Ukrainian samples: 18 children with ASD aged 11–13 years, and 30 children aged 11–12 years without ASD diagnosis. Results. Most of the correlation coefficients between the indices of physical fitness and motivation for РА in children with ASD (9/12) are reliable. This suggests that motivation to РА (defined by the CAPL-2 methodology) is an informative criterion of РА literacy of children with ASD. Significant correlations with motivation for РА in schoolchildren with ASD were observed in the results of two exercise tests. 

scholarly journals Children with Autism Spectrum Disorder and Patterns of Participation in Daily Physical and Play Activities

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Amir Hossein Memari ◽  
Nekoo Panahi ◽  
Elaheh Ranjbar ◽  
Pouria Moshayedi ◽  
Masih Shafiei ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Family Income ◽  
Financial Burden ◽  
Autism Spectrum ◽  
Physical Activities ◽  
Spectrum Disorder ◽  
Physically Active ◽  
Children With Asd ◽  
Solitary Play

Autism spectrum disorder (ASD) indicates several neurodevelopmental impairments which may end in impairments in motor or physical activities. Daily physical activity involvement was investigated in a total of 83 children (52 boys and 31 girls) with ASD aged 6–15 years. Results indicated that only 10 (12%) of children with ASD were physically active. Children were predominantly engaged in solitary play rather than social play activities. Gender, family income, and household structure were found to be associated with activity scores. Financial burden and lack of opportunities were noted as the leading barriers to physical activities. In conclusion, findings indicated a low rate of physical activity participation in children with ASD that is closely associated with sociodemographic variables.

scholarly journals Low level of physical fitness is an early feature in preschool children with autism (El nivel bajo de la aptitud física es una característica temprana en niños preescolares con autismo)

Retos ◽  
2018 ◽  
pp. 348-350
Author(s):  
Pedro Ángel Latorre Román ◽  
Míriam Sánchez Salvador ◽  
Jesús Salas Sánchez ◽  
Felipe García Pinillos
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Physical Fitness ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Level ◽  
Fitness Level ◽  
Children With Asd ◽  
Fitness Tests ◽  
Spectrum Disorders

Abstract. Background: Physical fitness level is a potent biomarker of health from an early age. Physical activity and Physical fitness have a similar influence on health outcomes including overweight. However, Physical activity and Physical fitness in children with autism spectrum disorders have received little attention. The purpose of this study was to evaluate physical fitness in preschool children with ASD. Methods: A total of 31 children, aged 3 to 6 years, participated in this study: 13 children with ASD (Age=50.23±7.62 months, 2 girls and 11boys) and 18 children without ASD (Age=51.33±11.06 months, 4 girls and 14 boys). A fitness test battery was employed. Results: Children with ASD have lower performance in physical fitness tests. However, no significant differences were found in anthropometrics characteristics, physical activity time, screen-based time and physical functioning. Conclusions: Preschoolers with ASD have an early deterioration in physical fitness. Physical activity programs at pre-school level are necessary to stimulate these abilities in children with ASD.Resumen. Objetivo: El nivel de condición física es un biomarcador potente de la salud desde una edad temprana. La actividad física y la aptitud física tienen una influencia similar en la salud, incluyendo el sobrepeso. Sin embargo, el estudio de la actividad física y de la condición física en niños con trastornos del espectro autista (TEA) ha recibido poca atención. El propósito de este estudio fue evaluar la condición física en niños en edad preescolar con TEA. Métodos: En este estudio participaron 31 niños de 3 a 6 años de edad: 13 niños con TEA (edad = 50,23 ± 7,62 meses, 2 niñas y 11 niños) y 18 niños sin TEA (edad = 51,33 ± 11,06 meses, 4 Niñas y 14 niños). Una batería de condición física para niños preescolares fue empleada. Resultados: Los niños con TEA tienen menor rendimiento en las pruebas de condición física. Sin embargo, no se encontraron diferencias significativas en las características antropométricas, tiempo de actividad física, tiempo de uso de pantallas y el funcionamiento físico. Conclusiones: Los niños en edad preescolar con TEA tienen un deterioro temprano en la condición física. Los programas de actividad física a nivel preescolar son necesarios para estimular estas capacidades en niños con TEA.

Fine and Gross Motor Competence in Children With Autism Spectrum Disorder

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Ting Liu ◽  
Jaclyn Capistran ◽  
Sayed ElGarhy
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skill ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Fine Motor ◽  
Typically Developing ◽  
Motor Competence ◽  
Gross Motor ◽  
Children With Asd

Autism spectrum disorder (ASD) is characterized by challenges with social communication and the display of restrictive and repetitive behaviors. Research has also shown that children with ASD are behind their typically developing peers in motor skill competence. However, limited studies have used the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) to assess motor competence of children with ASD. The purpose of this study was to fill the gap and comprehensively examine the fine and gross motor competence of children with ASD. Fifty-three children with ASD between the ages of 7 to 14 participated in the study. This study used the BOT-2 to comprehensively assess the children’s fine and gross motor competence. The children with ASD were significantly delayed in all fine and gross motor subtests (i.e., fine motor precision, fine motor integration, manual dexterity, upper-limb coordination, bilateral coordination, balance, running speed, and strength and agility) compared to their typically developing peers. The children with ASD were impaired on all fine and gross motor composites of the BOT-2, with all scoring in the well below average category of the BOT-2. Incorporating fine and gross motor skill practice into the therapy treatments and daily activities of children with ASD is recommended for improvement of their social interaction, communication, and reduction in repetitive behaviors in school and physical activity participation.

scholarly journals Children with Autism Spectrum Disorder Spent 30 Min Less Daily Time in Moderate-to-Vigorous Physical Activity than Typically Developing Peers: a Meta-Analysis of Cross-sectional Data

2021 ◽  
Author(s):  
Mahdi Rostami Haji Abadi ◽  
Yuwen Zheng ◽  
Tiffany Wharton ◽  
Colleen Dell ◽  
Hassanali Vatanparast ◽  
...  
Keyword(s):  
Physical Activity ◽  
Meta Analysis ◽  
Vigorous Physical Activity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Cross Sectional ◽  
Children With Asd ◽  
Meta Analyses ◽  
Daily Time

AbstractIt remains unclear if participation in moderate-to-vigorous physical activity (MVPA) differs between children with ASD and typically developing children (TDC). We compared daily MVPA, time spent in MVPA during physical education (PE) and recess, and odds of not meeting MVPA recommendation (60 min/day) between children with ASD and TDC. Nine studies reporting accelerometer-measured MVPA were included in the meta-analyses. MVPA was 30 min lower/day, 12% and 8% lower during PE and recess, respectively, in children with ASD, and they had 4 times higher odds of not meeting MVPA recommendation when compared to TDC. Children with ASD engage in daily MVPA less than TDC and below the guidelines. Tailored interventions to increase MVPA in children with ASD are warranted.

Effects of a swim program for children with autism spectrum disorder on skills, interest, and participation in swimming

2017 ◽  
Vol 13 (2) ◽  
pp. 17 ◽  
Author(s):  
Lisa Mische Lawson, PhD, CTRS ◽  
Lauren Foster, OTD, OTR-L ◽  
Margaret C. Harrington, MOT, OTR-L ◽  
Christy Ann Oxley, MOT, OTR-L
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Physically Active ◽  
Children With Asd

The purpose of this study was to determine if a sensory-based, learn-to-swim program improved swim skills and increased physical activity of children with autism spectrum disorder (ASD). Forty-two children with ASD (39 male/three female) participated in eight, 30-minute Sensory Supported Swimming© lessons. Researchers tested swim skills at the first and last lessons and parents completed surveys about their children. Results indicated parents felt their children were more physically active both during swim lessons and outside lessons. Children had increased interest in swimming, and parents planned to begin or increase family swimming activities. Swim skills of all children improved, 74 percent improved at least one level. The learn-to-swim program with sensory supports was effective in improving swim skills and increasing physical activity of children with ASD.

scholarly journals The effect of physical activity interventions on development of children with autism spectrum disorder. content-analysis of researches

2019 ◽  
Vol 23 (3) ◽  
pp. 118-125
Author(s):  
I.R. Bodnar ◽  
A.F. Hamade
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Content Analysis ◽  
Physical Fitness ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Scientific Data ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
The Impact

Background. Heeding the experience of existing research will allow designing future scientific research. This will increase physical activitу (PA), improve physical fitness, maintenance and improvement of health of children with autism spectrum disorders (ASD); assist implementation of inclusion in the educational institutions of the country. Purpose - to analyze the content of physical education programs used in attracting children with autism spectrum disorder to physical activity and to find out domains of indicators that should be investigated. Participants and setting. The analysis of scientific articles for 2000-2019 years was done, 48 publications were selected. Research design. A systematic search for scientific data was conducted, articles that were not related to physical activity were not taken into consideration. The search depth was 3 generations. Data collection. The search of documents was carried out in different databases using keywords «autism», «ASD», «physical activity», «fitness». Articles that studied the effect of different means (lesson programs) on the performance of children with ASD were chosen. More than 100 English-language papers for the last 20 years were analyzed. Data analysis. A content analysis of received data was conducted. The reliability of the differences between the frequency of study of aggregates of indicators was clarified using χ-test. Findings. Scientists, studying the impact of programs of PA on children with ASD, often focus on disruptive behavioral models (31%) of these children and on their indicators of physical fitness and motor skills (35%). Most studies analize the effects of a program using one type of PA. Conclusions. Among the existing research, there is a lack of multidimensional and multimodal programs that would combine effective means of PA. The frequency of communication and cognitive performance research (12% and 10% respectively) significantly (p<0.05) lags behind the research of frequency of physical and behavioral indicators in children with ASD (35% and 31% respectively). there is a lack of research that would study different groups of indicators (physical, cognitive and indicators of problem areas of children with ASD, behavioral and communicative) together.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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