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Physical Education for Students With Autism Spectrum Disorders
A Comprehensive Approach
152 Pages
Current estimates are that 1 out of 88 children will be diagnosed with some form of autism. Planning a curriculum that includes all students, including those with ASD, can be a challenging task but well worth the effort. This book identifies strategies that highlight students’ skills, interests, and abilities though collaborative practices, environmental design, and assistive technologies.
Physical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach
• introduces the inclusion spectrum as a tool to help teachers analyze appropriate instruction for students, aligning abilities with curriculum and activity context;
• provides information on tools such as scripts, video modeling, social stories, and choice boards to assist teachers in developing programs;
• presents a variety of activities that teachers can choose from to help students with ASD develop social and motor skills; and
• assimilates best practices from general and adapted PE as well as autism training and research that offer solutions for increased student engagement in physical education.
Written by contributors with extensive experience in developing inclusive programming for students with ASD, Physical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach is ideal for physical education and adapted physical education courses across the K-12 curriculum.
Part I provides an understanding of students with ASD that offers insights from parents’ and teachers’ perspectives. From there, the authors examine the application of the inclusion spectrum that helps teachers plan for appropriate instruction. Readers will also find communication and social learning tools they can use to minimize the stress students may experience while optimizing learning experiences. Assessment protocols assist with the development of relevant IEP goals and objectives. Part II contains individualized and group games and activities that enhance lifelong learning for students with ASD.
Physical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach is a practical resource that helps teachers design optimal plans for including students with ASD in general and adapted physical education classes. The manual contains numerous strategies, tools, and resources that assist teachers with individualizing instruction in ways that foster positive peer relationships as well as development of social and motor skills. It’s a win-win situation for all—teachers, parents, and most of all the students.
Part I. Developing Instruction for Students With Autism Spectrum Disorders
Chapter 1. Understanding Students With Autism Spectrum Disorders
Michelle Grenier
Chapter 2. Autism Spectrum Disorders From the Family Perspective
Teri Todd and Ann Griffin
Chapter 3. Accessing the Curriculum Through the Inclusion Spectrum
Michelle Grenier
Chapter 4. Proactive Strategies for Inclusion [chapters 4 and 5 were combined]
Michelle Grenier and Ann Griffin
Chapter 5. Reducing Stress to Optimize Learning
Rebecca Lytle
Chapter 6. Assessment and the IEP Process
Martin Block and Andrea Taliaferro
Part II. Individual, Small Group, and Game Activities
Chapter 7. Individualized Games and Activities
Ann Griffin
Chapter 8. Group Games and Activities
Pat Yeaton and Michelle Grenier
Michelle Grenier, PhD, is an associate professor and coordinator of the physical education and adapted physical education program at the University of New Hampshire in Durham. She has substantial experience in researching, teaching, and presenting on inclusion and autism spectrum disorders. Dr. Grenier has taught at the elementary, middle, and high school levels and worked with students with disabilities in general and adapted physical education settings. She has presented at the state, national, and international levels and is currently the adapted physical education representative for the New Hampshire Association of Health, Physical Education, Recreation and Dance. Dr. Grenier also served as chair of the Adapted Physical Education Council for AAPAR and AAHPERD.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn 3 of the 5 activity categories that comprise the inclusion spectrum
Open activities are those that require little or no modifications to include all students, modified activities are those that include everyone, and separate activities are purposely planned for individuals or groups.
Instructional Delivery Using the Inclusion Spectrum
Five activity categories comprise the inclusion spectrum. Open activities are those that require little or no modifications to include all students. Modified activities are those that include everyone, with modifications or supports for certain students. Parallel activities involve grouping students according to ability; everyone performs the same skill or activity but at various levels. Separate activities are purposely planned for individuals or groups that require skill development lessons that differs from those of the students in the general curriculum. Disability sports, or reverse integration, activities are designed for people with disabilities. Within any given class structure, teachers may use more than one category of the inclusion spectrum depending on the student, the class, and the content.
Open Activities
Open activities are the most fluid of all the activities in the inclusion spectrum. In the open format, no modifications are necessary because the attributes generally lend themselves to the inclusion of all students. Consider, for example, a game of partner tag, which involves the skills of chasing and fleeing. Students can opt to move in their own way at their own speed particularly when the teacher uses commands such as “Move” rather than “Run.”
Open Activity Example 1: Partner Tag
Everyone finds a partner. On the signal, partners move around the gymnasium and avoid getting tagged as they try to tag another pair of partners. When this happens, each pair switches roles. Chasers become fleers and fleers become chasers. The open end of the inclusion spectrum allows students the flexibility to move in their own ways. It involves a significant amount of teaching by invitation, which enables them to move according to their own abilities (Mosston & Ashworth, 2002). Students with ASD can choose their means and methods of partnering with other students, or their partners can be preselected by the teacher. Because there are minimal task limitations, students' varying speeds and ways of moving can be accommodated.
Open Activity Example 2: Dribbling Skills
On the teacher's command, “Everyone get a ball and start moving around,” everyone in the class selects a ball and starts traveling around the gymnasium. Students can elect the type of ball and the way they propel it. Students with limited skill can simply walk with the ball. More advanced students can dribble the ball. Typically during open activities, movement concepts—such as moving quickly or slowly, or at high or low levels—(Graham et al., 2009) can be applied to give versatility to the skill without compromising the integrity of the activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/21ph_Main.png
Modified Activities
Modifying the skill, activity, or game allows students with ASD to display their skills through the use of differentiation and equipment modification (Ellis, Lieberman, & LeRoux, 2009). Differentiation involves the use of teaching strategies and learning materials that help students make sense of ideas regardless of their differences in ability. It is important to note that some of the modifications may be specific to the student with ASD, whereas others may involve the entire class such as a rule change or an equipment choice for everyone.
When modifying activities, physical educators need to consider the physical capacities of their students and the primary social challenges these capacities entail. Although some may be able to move quickly through a series of progressions, others, perhaps those with sensory overload or motor challenges, may not be able to accomplish the task at the same speed as their classmates. Typically teachers use one of two approaches to skill analysis. They may adopt a developmental, or bottom-up, approach whereby the student progresses from easier to more difficult skills (Block, 2007; Sherrill, 2004). For example, if a student is not able to hit a target using a racket, he could use his hand to strike. An alternative to this is the ecological approach, in which the task is analyzed according to its outcomes. In this method, the teacher focuses on the goal (getting the ball to the target) rather than the process of getting it there (using proper throwing technique). In this case, the student simply needs to find a way to get the ball to hit the target, either by throwing or striking. Modifications at the instructional level may include the use of visual supports or social stories to help students with ASD better comprehend the task.
Modified Activity Example 1: Jump Rope
While some students are participating in a jump rope activity using the full circular swing, others may elect to jump over ropes placed on the floor or ropes that swing only halfway. Some may need hand-to-hand support while jumping, and others may be able to execute the skill without any physical support. This is an example of a skill modification that uses the developmental approach.
Modified Activity Example 2: Social Stories
One primary modification for students with ASD is the use of social stories and visual scripts. Social stories may be used to head off a potential outburst, and scripts can be used to ease the transition into physical education. An example of this is provided in the opening scenario. This is an example of an instructional approach to support student learning.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
General recommendations and strategies to better communicate
Many students with ASD have trouble understanding spoken language.
Communication
Many students with ASD have trouble understanding spoken language. Some are very literal in their interpretation of language and, as a result, need a longer response time during conversations. In other words, students with ASD may be delayed in both expressive and receptive language. Taking turns speaking during conversations and working with others may be difficult because of delayed learning in understanding facial expressions and emotions. Some students are also nonverbal. Following are general recommendations and strategies to better communicate with students with ASD.
- Determine the communication style of the student. Special education teachers, speech language pathologists, and paraprofessionals can provide support in this area. Use symbols from Boardmaker, an iPad, or another communication device.
- Communicate class expectations on a daily basis, and present information visually. Options include visual planners or a daily schedule, a whiteboard, or picture cues. Preview physical education with the paraprofessional or teacher to let students know what to expect.
- Offer visual cues. Modeling is an effective visual instructional and communication technique. Task cards, photos, and videos can also provide clear information. Task cards are helpful for all students and adult assistants in the gym. Many pieces of equipment have picture cues to help students understand them.
- Give short, precise directions that are positively stated, telling the student what to do rather than what not to do. For example, use the directive “Walk” rather than the phrase “Don't run.”
- Give direction with statements, not questions. Do not pose a question if you are not offering the student options. Rather than say, “Are you ready to run your laps?” try, “It's time to run; would you like to do two laps or three?” and then begin moving.
- Give directions in a low, firm voice. Do not yell or shout. Do not overexplain or repeat the direction over and over. State the direction and wait. Equipment or activity choice boards can be easily made using photos from equipment catalogs. Say, “We are playing catch today. Which ball do you want to use?” Giving students choices helps to engage them in the activity.
- Pay attention to nonverbal communication. The ability to use expressive language or to speak coherently is not indicative of cognitive ability. Many students who are nonverbal are very bright. Try to appreciate what students are trying to tell you with their gestures. For example, students who are nonverbal may communicate by pulling you to a specific location.
- Minimize sport jargon, which can be very confusing. Students with ASD tend to be rather literal in their interpretation of language and may do exactly what you say. For example, if you say, “Fingers on the laces,” the student may touch her shoelaces rather than the laces on the football. “Run home” may be misinterpreted as a directive to literally run to their home. If you say, “Keep your eye on the ball,” the student may touch his eye to the ball. “Gallop back” may be taken to mean gallop backward rather than back to a place in line. Some students confuse gym with Jim, thinking that is their physical education teacher's name.
Learn more about Physical Education for Students With Autism Spectrum Disorders.
Learn to play a game of tag with verbal cues
Tag, You’re It! helps students learn how to play the game of tag with the help of visual cues.
Tag, You're It!
Tag, You're It! helps students learn how to play the game of tag with the help of visual cues.
Motor Skill Objectives Chasing and fleeing, adjusting to small-organization games.
Age Range Preschool, primary (K-2), intermediate (3-5).
Social Skill Objectives Assuming the role of “tagger” in a game.
Equipment and Materials Needed A tag stick (see appendix 7E for directions for building a tag stick), tagging hand, foam noodle, or thunder stick can supply the extra visual cue to help students with ASD understand the “it” in tag games (see figure 7.20). The idea is to make the tagger visually obvious and to teach the student with ASD what to do as the tagger.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/099/89ph_Main.png
Procedure
Have students practice tagging in partners. Be very explicit and demonstrate the rules for tag in your gym or on the playground. Include such instructions as, “Where can you tag?” and identify specific body parts that students can tag such as the shoulder, back, or arm. Do not tell them where not to tag. Students with ASD generally have difficulty with negative instructions. Explicitly instruct students in how to tag with the tag stick and demonstrate what you want them to do. Check for understanding by saying, “Show me how to tag.” Help them to get the right touch with the proper amount of force. Once they have the tagging down, have them play partner tag. One partner should be an adult or experienced peer who has the tag stick and models what to do, saying, “Tag, you're it. Your turn [while handing the student the tag stick]. Come get me.” Gradually increase the size of the group playing tag. Assign student with ASD the role of tagger along with three or four peers who can assist them.
Helpful Hints and Modifications
- Students with ASD can be made “all-time tagger,” meaning that their job in the game is only to tag.
- Teach freeze tag, instructing students to stop and freeze when they are touched by the tag stick.
- Teach students how to reenter the game. Tunnel tag is a good example. Say, “Freeze in a straddle stance until someone crawls between your legs.”
- Have students use a variety of locomotor patterns in tag games.
Learn more about Physical Education for Students With Autism Spectrum Disorders.