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l7 Final Draft
l7 Final Draft
l7 Final Draft
Instructor Houston
December 7, 2017
SIGNATURE ASSIGNMENT: FINAL DRAFT !2
Introduction
The purpose of this paper, and especially my community even called Kick Start Fun!, is
to highlight and demonstrate the benefits that physical activity can have on young childrens
well-being, specifically those with autism/autism spectrum disorder (ASD). This topic is of
particular relevance to educators who already work or plan to work in special education, such as
myself, as well as families/parents of children with ASD. I chose this topic with particular care,
in order to learn more about autism/ASD, as well as gain information about techniques and best
practices that can help best support these children. According to the Centers for Disease Control
(CDC), 1 in 68 children has been identified as having an autism spectrum disorder (ASD). ASD
occurs in all racial, ethnic, and socioeconomic groups, although it is about 4.5 times more
common among boys (1 in 42) than among girls (1 in 189) (Centers for Disease Control). This
high prevalence makes understanding this disorder and how best to support these childrens well-
being vital information for anyone who works closely with a child with autism. So what are the
connections to physical activity? Well, obesity is high among adolescents with learning and
behavioral developmental disabilities, and highest among those with autism compared to
adolescents without these conditions (Centers for Disease Control). Through participation in
Kick Start Fun!, my community-based soccer event, these young children and their families will
have the opportunity to learn more about the many positive outcomes of physical activity, find
out more about what they can do on their own, gain the know-how they need to engage in a
healthy lifestyle now and in the future, and, of course, have fun!
It is widely accepted that physical activity has an array of benefits on a persons overall
health. But to what extent and in what ways does this concept hold true for children with autism
spectrum disorders (ASD)? A review of the current literature delineated a few ways that physical
activity improved the physical health of individuals with ASD, as well as having benefits in
behavioral, cognitive, and other areas. Finally, numerous studies noted best practices for the
First of all, discussing the physical activity habits of children with ASD is important
because these individuals are at a higher risk of being overweight or obese. The prevalence of
obesity in adolescents with developmental disabilities was found to be 20.4%, compared to the
national statistic of 13.1%; furthermore, among adolescents with development disabilities, those
with autism had the highest obesity prevalence (Phillips et al, 2014). The study by Phillips et al.
(2014) revealed that U.S. adolescents with learning and behavioral disabilities are 60% more
likely to be obese than adolescents without developmental disabilities. But this study was not the
only one that noted that individuals with ASD were at risk for physical health problems. Menear,
and Neumeier (2015) reported that being overweight, obese, and inactive is more like for
individuals with autism spectrum disorder than in the general population. Sowa and
Meulenbroek (2012) elaborated on this point by noting that people with ASD are at special risk
because of their sedentary lifestyle, given that this increases the risks of heart disease, diabetes,
and obesity.
The reason for this high prevalence of obesity in children and adolescents with autism
could stem from multiple places. Phillips et al. (2014) asserted that the prevalence of obesity in
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adolescents with developmental disabilities could be influenced by the fact that children with
ASD often have overly selective or idiosyncratic food preferences, which may include foods that
are high in calories and sugar. Or, specifically in regards to the amount of physical activity,
MacDonald, Esposito, and Ulrich (2011) found that older children with autism spectrum disorder
were significantly less physically active compared to younger children. Finally, family may be an
influencing factor. Parents hold significant influence over their children's physical activity
participation. Cost, lack of opportunities for participation, and transport problems were barriers
most often reported in one study, particularly by low income parents (Smith, Grunseit, Hardy,
King, Wofenden, & Milat, 2010). Menear, and Neumeier (2015) reviewed many studies and
summarized that the higher rates of overweight, obesity, and inactivity in children with ASD can
be attributed to a number of factors - from sensory stimulation and social anxiety to physical
Engaging in physical activity has many physical health benefits for children and
adolescents with ASD. Menear and Neumeier (2015) stated that structured physical education
has been shown to increase moderate-to-vigorous physical activity in students with ASD. In
addition, in a study that focused on individualized plans, all subjects exhibited distinct
(Magnusson, Cobham, & McLeod, 2012). Furthermore, Magnusson, Cobham, and McLeods
(2012) study elaborated that engaging individuals with ASD in exercise programs can be
opportunities to demonstrate that exercise intervention improves their health and well-being.
Essentially, they serve as explicit evidence showing the benefits of physical activity and are lead-
by-example opportunities.
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Behavioral Benefits
Beyond only physical benefits, many studies noted that individuals with ASD who
participated in physical activity had improved behaviors. Sowa and Meulenbroek (2012) asserted
that physical exercise not only improves the physical condition but also reduces the maladaptive
behavioral patterns of people with ASD. They also found that aerobic exercise reduced the
stereotypical behavioral patterns of children with ASD as well as their self-stimulation behaviors
(Sowa & Meulenbroek, 2012). Menear and Neumeier (2015) summarized literature that made the
same proclamations - that studies that focused on engaging individuals with ASD in physical
activity saw notably improved behaviors. To elaborate, behaviors were improved in two ways - a
increase in positive behaviors (ability to focus, staying on task, and academic performance)
Other Benefits
Participation in physical activity can also improve social, cognitive, and other skills
among individuals with ASD. Menear and Neumeier (2015) stated that physical activity has been
linked to cognitive performance, such as improvements in attention span, social behavior, and
learning following aerobic exercise. Sowa and Meulenbroek (2012) detailed other benefits in
their their study, which found that physical exercise improves motor skills, social skills and
behavior, communication skills, and sensory skills. Finally, in their study Magnusson, Cobham,
and McLeods (2012) found the pre- and post-intervention ratings by parents and guardians
indicated that the frequency of problematic behaviors and how those behaviors interfere with
daily life were significantly reduced following participation in the exercise programs (p. 77).
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Implications
well-being in individuals with ASD is only the first step, however. From there, these concepts
and finding must be applied. Menear and Neumeier (2015) suggested a few strategies for success
during physical education, which included: using social stories to prepare students for activity,
preparing the environment, and adapting the curriculum and teaching practices. Other best
practices and suggested techniques were to treat people with ASD individually and tailor the
program to the specific needs of the individual (Sowa & Meulenbroek, 2012); population-
specific approaches for infants, toddlers, and school-age children (Phillips et al., 2014); and
focusing physical activity programs and interventions on older children with ASD as they are
Synthesis of Information
The general consensus of the literature asserts that engaging children with ASD in
physical activity provide physical health benefits, social and communication skill developments,
and improved behaviors, among other benefits. These positive results are of particular note when
you contrast to the prevalence of health risks that many people with ASD have. Because of the
overwhelming amount of literature that detailed the findings of studies that showed how positive
physical activity is, there was a call to action to create these activities, specially spaces for
individuals with ASD. There were a few places that gaps needed to be filled. For example, for
older children with ASD since they were more likely to be inactive than younger children with
ASD. In addition, there were many proposed techniques and strategies for how to create these
opportunities. Although the best practices varied slightly, there message was the same.
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The numerous benefits of physical activity for individuals with ASD as well as the
particular risk of health issues for these individuals reaffirms my belief in the importance of my
community event. In addition, the strategies that these studies found to be most engaging and
advantageous were taken into account when deciding upon the details of this workshop.
Practical Implications
In order to put the implications of this literature into practice, I plan to host a soccer event
at my worksite (a preschool), called Kick Start Fun! The purpose of this community event is to
reap the benefits of physical activity for children with autism, as well as provide a catalyst for
bringing the community together. Kick Start Fun! will be a one day event, where children from
the preschool and their families can join other members of the local community to learn,
Marketing
Marketing will aim at two main audience - those within ECLC and those without. The
pamphlet in Appendix A as well as the flyer in Appendix B are geared towards those who attend
ECLC. The flyer will be specifically displayed around ECLC, on bulletin boards, in the front
office, and in other places where family members and visitors will be able to view it. The
informational brochure is intended to be sent home with students to provide families with
The contact flyer in Appendix C will be displayed around the neighboring communities
and throughout the city. Direct phone number will allow vital and accurate information to be
Finally, the achievement award will be handed out to all participants at the conclusion of
the event (Appendix D). Those who have RSVPed in advance will have their name printed onto
the certificate. Students of ECLC will have school photos and teacher names on the certificate.
Plain awards will be in supply to write in names of those who attend but did not RSVP.
Administration
When proposing the event to the school administration, I need to focus on the many
benefits that I foresee the program having for the children, including information from relevant
research. For instance, it would be important to share how Phillips et al. (2014) found that U.S.
adolescents with learning and behavioral disabilities are 60% more likely to be obese than
adolescents without developmental disabilities. This is one reason why this workshop, focused
addition, this workshop would have great opportunities to build relationships between family and
staff. But also, the event, especially in planning, can build camaraderie between colleagues and
collaboration on a district level. As the only district preschool, we are often forgotten in IUSD
discussions. Forging a stronger network with other schools in our community can have long-
Funding
After the proposals to both school and district administration, evaluation of allocated
funds will need to be conducted. Should adequate funds not be secured, fundraising event can be
organized and put on by the various pods of the school. Some of the equipment need not be paid
for, but rather, it can be donated; same goes for the participation goody bags. Donation inquiries
In an effort to engage community members, educators will reach out to local businesses
(or even programs, such as sports teams from local schools/centers) regarding donations,
monetary and otherwise. School staff should also encourage their participation in the event.
Engagement
Local business who donate should be incentivized. This may come in the form of advertising,
mentions during the event itself, or an item of advertisement in the goody bags. Incentive would
This will also be an opportunity for community-wide relationships to be built. This can
be between families, between school staff and families, between business and potential clientele,
or even between organizations. Eufic notes that there is good evidence to encourage engagement
of social support in order to motivate behavioral changes. By engaging families as a whole and
multiple aspects of the community, we can increase the success that these students (and those
involved) will take what they do at the workshop and apply it to their lives; they may continue to
Recognition
As mentioned previously, ECLC is the only preschool in our school district. Because of
this, we can be easily forgotten or our voice is minimized when it comes to important
discussions. Hosting an event that brings the community together, engages people from all
backgrounds, and demonstrates our Caring Cub values will be an important step to gaining
recognition from the district administration for being a vital aspect of our district community.
Scheduling
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This event will be scheduled to take place for an hour in the afternoon. Partially
overlapping the end of the school day, as students are outdoors anyways. Then continue briefly
after the final bell. The brevity of this program is to account for working parents/family members
From 3:00-3:15 there will be introductions and an icebreaker activity. From 3:15-3:30
participants will learn and/or practice fundamental soccer skills. Small scrimmages will be
played from 3:30-3:45; teams and set up will be assigned before hand. For drop ins and other
possible changes, staff should be prepared to be flexible. Finally, form 3:45-4:00, participants
can engage in free play with family and friends. It is a time to have fun moving around, playing
Conclusion
A multitude of literature exists that details the ways in which physical activity can benefit
children with autism. Physical benefits include improved body weight, motor skills, and overall
fitness. The positive effect of physical activity on ones physical health come as no surprise. But
there are many other ways in which implementing physical exercise into the schedules of
children with autism can provide other advantages. For example, research has found that exercise
can increase desired positive behaviors, decrease negative behaviors, develop social skills, and
improve various cognitive abilities. For these reasons, I believe the implementation of the
community program, Kick Start Fun!, will provide the opportunity for children with autism to
gain these benefits. Ideally, this program would become an annual event at my school site. With
proper development and engagement, my school will be able to see the benefits and usefulness of
such an event. And with the proper attention, devotion, and planning, I think that the program
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can continue to grow to include more community organizations - whether that is financial
donors, providers of materials, or partners in the program itself. As it continues to grow, the
impact would be immense, as it will not only provide the various benefits of engagement in
physical activity for participants, but it will build a partnership between my school and the
community. This partnership can provide support, new resources, and a positive sense of
engagement with those around us for all those involved in the event. Overall, physical activity
has a clear impact on the overall health, well-being, and even success later on of children with
autism. Guided by this research, Kick Start Fun! can provide an inclusive and exciting way to
reap those benefits, that will help build a partnership between ECLC, its students, and the
community.
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References
Centers for Disease Control. Autism Spectrum Disorder (ASD): Data and statistics. Retrieved
from https://www.cdc.gov/ncbddd/autism/data.html
Centers for Disease Control. Key findings: Prevalence and impact of unhealthy weight in a
national sample of US adolescents with autism and other learning and behavioral
unhealthy-weight.html
en/expid/Motivating-behaviour-change/
MacDonald, M., Esposito, P., and Ulrich, D. (2011). The physical activity patterns of children
biomedcentral-com.ezproxy1.lib.asu.edu/articles/10.1186/1756-0500-4-422
Magnusson, J.E., Cobham, C., and McLeod, R. (2012). Beneficial effects of clinical exercise
rehabilitation for children and adolescents with autism spectrum disorder (ASD). Journal
web.a.ebscohost.com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?
vid=3&sid=c8731a47-1f21-421a-a929-e6a2a80cbcb8%40sessionmgr4006
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Menear, K.S., and Neumeier, W.H. (2015). Promoting physical activity for students with autism
spectrum disorder: Barriers, benefits and strategies for success. Journal of Physical
www.tandfonline.com.ezproxy1.lib.asu.edu/doi/full/10.1080/07303084.2014.998395?
scroll=top&needAccess=true
Phillips, K.L., Schieve, L.A., Visser, S., Boulet, S. Sharma, A.J., Kogan, M.D., Boyle, C.A.,
sample of US adolescents with autism and other learning and behavioral disabilities.
web.a.ebscohost.com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?
vid=1&sid=b416d876-5864-4b6a-8972-123865f40767%40sessionmgr4006
Smith, B.J., Grunseit, A. Hardy, L.L., King, L., Wofenden, L., and Milat, A. (2010). Parental
influences on child physical activity and screen viewing time: A population based study.
com.ezproxy1.lib.asu.edu/articles/10.1186/1471-2458-10-593
Sowa, M., and Meulenbroek, R. (2012). Effects of physical exercise on autism spectrum
S1750946711001516
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Appendix A
This brochure will be handed out to all the students at ECLC, with the intention of being taken
home to share with family members. Extra brochures will also be held up at the front office for
L E T S G E T P L AY I N G !
PHYSICAL
GET ACTIVE!
ACTIVITY & AUTISM We all want our children to live their best lives, to be
Some large influences on the creation of this happy & healthy. We hope this workshop provides an
awesome and fun way to get your little one moving!
community event are the numerous studies that have
Soccer can be a great form of exercise and team sports
shown the many benefits of physical activity for can provide companionship with peers. At our workshop,
children with autism. These benefits include: we want to encourage a healthy and active lifestyle as well
as an opportunity to forge new friendships.
improved physical fitness
PRACTICE & PLAY!
decrease in unwanted behaviors & increased in
Our workshop will include skills practices, a brief
desired behaviors
scrimmage, and some games that everyone can play. The
itinerary is:
improved attention span
3:00-3:15 Introductions - rules & ice breaker
3:15-3:30 Skills practice
improved motor skills
3:30-3:45 Scrimmages
3:45-4:00 Free play & games
so much more!
Appendix B
This flyer should be posted to bulletin boards within each pod, around the school, at the front
entrance.
Appendix C
This flyer should be displayed around the neighboring communities and the city. Intended for the
(949) 555-1111
Kick Start Fun!
(949) 555-1111
Kick Start Fun!
(949) 555-1111
Kick Start Fun!
(949) 555-1111
Kick Start Fun!
(949) 555-1111
Kick Start Fun!
(949) 555-1111
Kick Start Fun!
(949) 555-1111
Kick Start Fun!
(949) 555-1111
Kick Start Fun!
(949) 555-1111
Kick Start Fun!
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Appendix D
This certificate will be printed and handed out to all participants who attend the workshop. Blank
options will also be in supply to fill out in the case of participants who did not RSVP ahead of
time.
ITH
JOHN SM
HAD FUN AT