Dr. Jennifer Houston – Mesa Public Schools
Greetings Arizona Health and Physical Educators and welcome to the 2024-2025 school year! I hope everyone was able to relax and enjoy your summer, maybe travel a bit out of ‘hotzona’ before gearing up for another year. We are starting off our adapted physical education (APE) blogs this year with some information about working with students with Autism. Because every child with Autism has their own unique strengths and needs, they can challenge us to help them successfully participate in physical education. In addition, the strategies mentioned here are simple suggestions and examples of strategies myself or teachers I have worked with have used. You know your students and will need to work with them to find strategies that will work for them.
Individuals with Autism Spectrum Disorder (ASD) often struggle with motor skills, making it difficult for these children in physical education classes because they may not be able to keep up. This can lead to embarrassment among their peers and a lack of interest in physical activity (think physical literacy). ASD can affect hand-eye coordination, balance, posture and perceptual issues. In a game setting, individuals with ASD may struggle with switching between tasks (offense to defense and vice versa) and understanding social cues from teammates and the teacher. In addition, some students with ASD have a heightened response to sensory input (smells, sound, touch) and can become overwhelmed by too much noise or visual stimuli (think 25 basketballs all hitting the gym floor or being thrown around the room at once). It is important to note that autism is a very broad spectrum therefore every student with autism is different. What works for one student might not work for another, but hopefully the tips in this blog can provide a good starting point for a teacher getting started or maybe an experienced teacher needing some new ideas.
Below are some strategies and ideas for teaching students with autism in physical education. These ideas are not just mine. Along with what I’ve used with my own students, I have used information from the big wigs in our profession such as Martin Block and Gary Barber, among others. I hope some of these strategies can help you provide a more inclusive environment for all your students.
- Setting up the environment
- Physical layout
Whenever possible, the environment should provide visual cues on where to go and what to do (arrows on the floor indicating direction, poly spots with ‘stand here’ on them, pictures on the wall of a person throwing indicates a throwing station). Also try to establish clear boundaries to help students understand where they cannot go (into the custodian’s closet or the physical educator’s office). For children who may need to do some activities away from their peers, create a quiet area free from distractions and stimulation where they can go and calm down (a reset or calming corner)(Groft-Jones & Block, 2006). Maybe even provide a basket of sensory toys or hour-glass timers so students can choose how long to reset themselves (ask your APE teacher, they usually have tons).
Sand Timers variety of sensory type toys
- Establish a routine
Children with autism tend to feel more at ease and exhibit more appropriate behaviors when a consistent routine is followed every time they enter the gym. They seem to experience less anxiety about ‘what is coming next’ if they know exactly what is expected of them and have a specific routine to follow (Groft-Jones & Block, 2006). This can be as simple as having students report to an assigned spot on the floor and performing a simple, consistent warm-up routine (start on a blue dot; move and freeze. etc.).
- Have a clear ending/closure
Transitions between classes can be challenging for some students with ASD. Just as the beginning of class routine is important, the ending of class routine is just as important and should be the same each day. The clear ending helps students with ASD transition from physical education back to class, or lunch or recess or wherever. For example, routinely ask that the student help put equipment away, or sit in a designated spot with their squad, or even a calming routine such as lying down, breathing exercises or stretching (Groft-Jones & Block, 2006). These routine activities help make transitions easier for our students with ASD.
- Use visual schedules, visual cues and communication boards
Example of a visual schedule: Pictures are ‘velcro’d’ under the ‘To Do’ column and when the child completes the activity it can be moved to the ‘All Done’ Column. You can use pictures of any activity or skill that fit your needs.
- Presume competence
Just because a child has autism (or another intellectual disability) we should not assume they are not interested in sports or fully capable of participating. Instead of adapting or simplifying the activity before a child gets a chance to try it, set realistic goals and teach the child to ask for help if they are struggling. This gives the student a powerful sense of achievement and responsibility (Barber, 2010).
- Vary Tasks
An effective teaching method for many students with autism, task variation technique is a great way to tell the brain ‘this is something important to learn and remember!”. To try it, change activities frequently but revert to an important skill every few minutes. For example, in a running class you may want to teach your students to run with a bent elbow instead of a straight arm. Apply this lesson in a short practice run, then move onto other lively running games such as tag – but return to the ‘bent elbow’ lesson briefly whenever students revert to their old ‘straight arm’ technique (Barber, 2010).
- Provide modifications
Providing modifications does not need to be limited to the students with disabilities. We all have students in our classes that may not be classified as special education or be on an IEP, but they may need a little extra something to participate successfully. Here is a link for a document that lists several common modifications and accommodations for students with disabilities.
https://docs.google.com/document/d/1-kFVtCiIAFpc8Tk9_tax3mAyPrRc-kj1h3Ei5gcAl1s/edit?usp=sharing
The best way to accommodate our students with autism is to provide choices. For example if you are in a basketball unit, a student may have a sensitivity to the feel of a basketball. To accommodate this, provide several choices for the student to choose from including a basketball, a gator skin ball, maybe a playground ball. When students are given the choice you are empowering them to make decisions and encouraging participation on their terms.
- Communication
- Get the student’s attention
When giving directions and providing modeling demonstrations, it is important to make sure you have the child’s attention. Maybe use a multisensory approach, such as extra colors to hig- light critical components. For example, red tape on your left leg and right arm to emphasize opposition when throwing. Also try to be aware of distractions that may catch the child’s attention. These distractions could include another class of students walking by, a garbage truck (if you’re outside), pieces of equipment displayed for later use. Try to position the child’s back to those distractions as they receive directions.
- Simplify verbal directions
Understanding verbal directions can be a challenge for all students these days, but especially for those children with autism. Be prepared to not only simplify your verbal directions but keep them short (30 seconds or less), concise and supplement them with extra demonstrations and physical assistance (Groft-Jones & Block, 2006). Simplifying directions can be as simple as saying ‘watch me’, prior to demonstrating a skill or activity; then end the demonstration with ‘Harper’s turn’. Note: pronouns can be confusing for some children with autism. Instead of saying ‘it is your turn’, try using the child’s name, ‘Harper’s name’ (Groft-Jones & Block, 2006).
- Minimize jargon
Children with autism are known to very literal individuals so physical education lingo can also be confusing to a child with autism. Saying something like ‘keep your eye on the target’ might cause a child with autism to walk up to that target and literally put their eye on it (Groft-Jones & Block 2006). Other phrases such as ‘run like the wind’, ‘freeze’, ‘try and touch the ceiling when you jump’, or ‘hit the cover off the ball’ may be motivating to children without disabilities, but for children with autism, they can be very confusing.
- Use alternative forms of communication
Many children with autism use alternative forms of communication such as pictures or visuals, sign language or even AAC devices (augmentative and alternative communication). The physical educator should find out what type of alternative communication the child uses in the classroom and then consistently use this system in physical education as well. For example, if the student uses sign language, it might be beneficial to learn some simple signs that relate to physical education (e.g., sit, stand, run, stretch, stop, etc.) and use them to communicate.
SIT STAND
One advantage that physical education teachers have over other content areas is that so much of what is communicated in physical education can be presented via demonstration and physical assistance. After verbally explaining something to the class, children with autism will benefit from a demonstration or being physically assisted in their initial attempts. This can be done by the teacher or support personnel (Groft-Jones & Block, 2006).
- Behaviors
- Preventing Challenging Behaviors
Many children with autism (not all) exhibit challenging behaviors such as wandering, running away, making loud noises, crying or laughing for no apparent reason, aggressive behavior and even self-abusive behavior (Groft-Jones & Block, 2006). The first step when confronted with these behaviors is to consult with the special education teacher and/or the child’s parents. Ask what behaviors to expect, what triggers those behaviors and what techniques work to prevent or stop the behaviors. In some situations, it may be beneficial to talk to the child’s classmates without disabilities on what to expect, what behaviors to ignore, how to help some behaviors and when to be careful and ask for help.
- Using positive reinforcement
Positive reinforcement can be in the form of verbal praise or something tangible such as a sticker, a high five or even food. Now I know that as physical educators we frown upon using food as a reward but sometimes snack foods such as raisins, goldfish crackers, veggie sticks or even animal crackers are what works for an individual child. The trick is to find a reinforcer that is unique to that child and can be used as a motivator. The idea of the reinforcer is to teach the child (or to practice) cause and effect. You might have heard of the Premack Principle? If you do something I want you to do, you get something you want (basically bribery). Food reinforcement is usually a short-term strategy that hopefully leads to secondary forms of reinforcement such as high-fives and verbal praise. Ask the classroom teacher if the child had a reinforcement schedule in place so you (or support personnel) can follow that schedule. Consistency is key!
- Find activities that are reinforcing
While food and other reinforcers from the classroom (e.g., watching a movie or time on a device) may be used in physical education, it might be helpful to find physical activities that can be used as reinforcers as well. For example, many students find repetitive activities such as bounding a ball, bouncing on an exercise ball, shooting a basketball over and over enjoyable and those activities can be used as rewards during physical education class. Again use that Premack Principle: If you can complete 10 curl-ups then you get to shoot baskets for 1 minute.
- Focus and reinforce appropriate behaviors
Regardless of the type of reward selected, be sure it is used to draw attention to the child’s appropriate behavior. When a child is ‘caught doing something good’, reward that immediately with verbal praise, a star on a token rewards chart or a simple high-five. With a focus on positive behaviors, the student begins to understand the reward is greater when they do what is asked (Groft-Jones & Block 2006). Try to avoid negative comments such as ‘no’, or ‘do not touch’. Instead use phrases like ‘wait’, or ‘hands to ourselves’, or ‘walking feet’. Keep the focus on the positive to help eliminate unwanted, inappropriate behaviors.
- Dealing with Challenging behaviors
Now, even with a routine, a picture schedule, support personnel and the use of positive reinforcements, a student with autism may still have difficult days where nothing works (I mean, don’t we all?). It is therefore important to be familiar with any behavior plan created by the IEP team to deal with a child’s challenging behaviors (Groft-Jones & Block, 2006). Some children may need to hear a specific keyword or a reminder of a reinforcer to get back on track. Others may need a quiet place to calm down or to go for a short walk with their instructional assistant. Still others may need more support, such as going for a longer walk, lying on a gym mat for a few minutes or receiving deep pressure from the instructional assistant.
Autism represents a spectrum disorder and the accommodations to it also occur on a spectrum (Groft-Jones & Block, 2006). Therefore, while one student may only need a few minutes on a mat or in a quiet place, others may need an entire class period to calm down and return to their ‘normal’ activities. For the physical educator to know the difference and to respond correctly requires a team approach. It is important that the physical educator isi familiar with and can follow the plan created by the student’s IEP team.
- Dealing with sensory sensitivity
The physical education setting is a very unique environment and can be a scary place for students with autism. Sensitivity to stimuli such as sounds (many gyms are quite loud, especially if there is more than one class using the gym at once), sights (balls or peers moving around really quickly), and touch (being too close to peers can be overwhelming) can lead to unwanted behaviors. A child with autism who is over-stimulated by their surroundings may become agitated, suddenly try to escape, or act out towards another student or adult (Groft-Jones & Block, 2006). Therefore it is important to find out what types of sensory sensitivity a student has and do whatever possible to control that stimuli. This may be as simple as substituting a hand signal for a whistle (a sharp whistle can also cause a startle reflex for a child with cerebral palsy) or encourage the other students to not scream or yell (which should not be happening anyway…just sayin’).
Unfortunately there are many noises in a typical physical education classroom that are tough to muffle or reduce. Some examples are shoes squeaking on the floor, music, bouncing of basketballs, dropping of rackets,banging of rhythm sticks…the list goes on and on. Unfortunately a noise level that is tolerated by most children can be deafening to a child with autism with sound sensitivities. If this is the case with one of your students, they should be allowed to wear noise canceling headphones (Occupational Therapists typically supply these to teachers) to class. Also, the child should be allowed to leave the gym with their instructional assistant for a few minutes (or longer) if they are struggling with the noise in the gym.
Summary
It is important to remember that when working with students with autism in physical education, there is no ‘one size fits all’ solution to managing behaviors or providing appropriate modifications. Autism affects each child differently and what’s more a child with autism may exhibit some behaviors on one day, and totally different behaviors on another. The key is to learn as much as possible about each student in your classes by consulting with the classroom teacher, parents and even other professionals such as occupational, speech and physical therapists. Being prepared to implement individually determined strategies to structure the environment, accommodate different modes of communication, prevent challenging behaviors and to provide consistency across all content areas is key!
References
Barber, G. (2010). Different Speeds and Different Needs: How to Teach Sports to Every Kid. Brookes Publishing.
Groft-Jones, M., Block, M.E. (2006). Strategies for teaching children with Autism in physical education. Teaching Elementary Physical Education.
Dr. Jennifer Houston is an adapted physical education teacher for Mesa Public Schools; the 2023 Adapted Physical Education Teacher of the Year; and 2024 President Elect for Arizona Health and Physical Education.