Autism

Research
Project

Chandler Thomas
What is it like to have autism?
 Autism Definition

– According to the Individuals with Disabilities Improvement Act (IDEA 2004), “Autism means a
developmental disability significantly affecting verbal and nonverbal communication and social
interaction, generally evident before age three, that adversely affects educational performance.
Other characteristics often associated with autism are engagement in repetitive activities and
stereotyped movements, resistance to environmental change or changes in daily routines, and
unusual response to sensory experiences. Autism does not apply if a child’s educational
performance is adversely affected primarily because the child has a serious emotional
disturbance” (Dunn, 2014).
What causes autism?

“Autism is considered a neurobehavioral disorder.”

Neuro = neurologic system

Behavioral = the day-to-day actions and interactions of the individual

Studies conclude that there are “…likely impairments in the higher level auditory and
visual processing, with prominent impairments in the processing of social stimuli”
What direct instruction do they
need?

INTERPRETING THE BEHAVIORS MONITORING THEIR OWN USING EYE CONTACT, GAZE, AND UNDERSTANDING PRACTICAL
OF OTHERS SOCIAL SKILL INTERACTIONS GESTURES IN INTERPERSONAL ASPECTS OF LANGUAGE
COMMUNICATION
How can we make learning
easier for them?

Whispering is effective
Using concrete visual Avoiding long for some children for
methods in teaching verbalizations whom loud verbal
sounds are distressing

Keep an even tone in the Interpret body language

Using realistic drawings
voice that is calm, and nonverbal cues for
in visual communication
predictable, and matter- the student is
rather than line drawings
of-fact misinterpretations occur
Ways to modify the physical activity
program:

1 2 3 4 5
Outline the class Use a poly spot to mark If possible, use one Take advantage of the Set class goals and use a
activities with visual a student’s place color for the student’s child’s interests and use checklist for stages
schedules equipment (poly spot, visual representations accomplished
balls, pennies, etc.) of those
Example: Warm-up activity

“Monkey See, Monkey Do”

– This activity involves students imitating poses that
are shown on task cards, individually or with a
partner. Students can stretch and balance while
working alone or with a partner.
– Motor Skills: Body awareness and balance
– Social Skills: Imitation and cooperation with a
partner
– Exercise mats should be scattered throughout the
sports hall, one student per mat. Place three or four
cards on each exercise mat. Show the students the
pose and say, “Do this”, whilst modelling or
assisting, as necessary.
Goals of PE class for students with
autism
– “Goals in PE for those with autism focus on functional activity that is beneficial
for a lifetime”
– “This is positive for both fitness and social skill development”
– “Adolescents with increased levels of physical activity in a PE class had
increased social interaction during that time”
 P.E. from a student’s perspective

– “Now imagine yourself as a student standing in the gym. Your clothes are itchy and heavy on
your body; you hear children talking, yelling, their voices echoing; basketballs are bouncing;
fluorescent lights are buzzing; and children’s sneakers are screeching on the gymnasium floor.
Simultaneously, you see basketballs moving in the air, cones and equipment scattered on the
floor, and children moving all around you. Welcome to a physical education class for a student
with autism” (Jaekwon Fittipaldi-Wert, 2009).
My experience with
Autism
– Victory Junction enriches the lives of children with serious
illnesses by providing life-changing camping experiences that
are exciting, fun and empowering, at no cost to children or
their families. I volunteered twice (October 11-13, 2019 &
October 25-27, 2019) at Victory Junction camp in Randleman,
NC. Each weekend was sponsored by Trillium Health Resources.
Both weekends I was there I was a family pal and both families
had a child that had autism. ​"Family Pals are paired with a
family and serve as their guide throughout the weekend. That
means welcoming your family to camp, escorting them
throughout their camp experience and enjoying the joys of
camp with all members of the family.
Works Cited
– “Adapted Physical Education Resources.” Welcome Page - SupportREALteachers.org,
www.supportrealteachers.org/adapted-physical-education.html. (Autism Video)
– Dunn, John M., and Carol A. Leitschuh. Special Physical Education. Kendall Hunt
Publishing Company, 2014.
– Ellerton, Hannah, et al. “Teaching PE to Students with Autism, a Comprehensive
Approach.” Human Kinetics Blog, 4 Mar. 2019,
humankinetics.me/2017/05/10/teaching-pe-to-students-with-autism/.
– Jaekwon Fittipaldi-Wert & Claire M. Mowling (2009) Using Visual Supports for
Students With Autism in Physical Education, Journal of Physical Education,
Recreation & Dance, 80:2, 39-43, DOI: 10.1080/07303084.2009.10598281