article april-11 jodie

Title1
Seeing a child with autism swimming is sometimes like seeing a completely different2
child. The aquatic environment can help in achieving many personal, social, motor skill, and3
fitness objectives. Early intervention, physical education, and therapeutic recreation programs4
often utilize an aquatic setting (Benjamin, Harvey, & Prupas 2006; Gayle, Lepore, & Stevens,5
2007; Jake, 2003). The aquatic environment is chosen for these programs because the water6
provides the proprioceptive and tactile input that calms and soothes children with autism,7
allowing the student more freedom from their disability and more ability to focus on the tasks8
presented to them.9
Autism is defined in the Individuals with Disabilities Education Amendment Act of 200410
as “a developmental disability significantly affecting verbal and nonverbal communication and11
social interaction, generally evident before age three, that adversely affects a child's educational12
performance.” 300 A 300.8 c 1. Individuals with autism have a combination of characteristics at13
various degrees of severity which may include: (1) Difficulty with speech, language, and14
communication; (2) Difficulty relating to people, objects, and events; (3) Abnormal response to15
sensory stimuli; (4) Developmental discrepancies; (5) Difficulty processing information; (6)16
Engaging in repetitive activities and stereotyped movements; (7) and resisting environmental17
change or change in daily routines (IDEA, 2004; Janzen, 1996). Each student is affected18
differently by autism and will have their own personality, a unique combination of characteristics19
and unique needs. For example, difficulties with language and communication might include that20
the student is non-verbal, meaning they do not talk at all, uses echolalic speech, meaning they21
tend to only repeat what they hear instead of responding appropriately, or has difficulty making22

2
Aquaticsprogrammingforindividualswithautism
eye contact (Winnick, 2005). Sometimes this will cause others to assume they are not23
acknowledging the speaker when they really are listening.24
A child with autism will follow normal motor developmental patterns but may have poor25
motor skill performance, low fitness, and low muscle tone (Birkan, 2004; Jake, 2003). Land26
based exercise programs can pose the risk of injury to any person who is untrained or unfit due to27
muscle weakness and subsequent poor joint alignment. Considering the buoyant support of28
water, an aquatics program would be an excellent choice for a fitness program (Gayle, Lepore, &29
Stevens 2007). In the water students can experience more success in activities that require30
balance and timing, which provides encouragement to continue the activity For example31
dynamic balance activities like hopping on one foot and leaping can be done much slower32
allowing time to react between parts of the skill. The support also makes the threat of falling33
much less apparent. Benjamin, Harvey, & Prupas (2006) noted that “many children with autism34
have more success in attaining movement skills in an aquatic environment than in a gymnasium35
setting” (p. 47).36
Swimming is an effective way to achieve fitness and is an excellent choice for recreation37
because it is a socially appropriate outlet for lifetime involvement. Researchers have documented38
many physical benefits of aquatic programs for people with autism, including balance, speed,39
agility, power, hand grip, muscular strength, flexibility, cardiorespiratory endurance (Birkan,40
2004). Psychomotor improvements in swim skill performance and water safety have also been41
shown (Powell, Vonder- Hulls, & Walker 2006).42
In addition to the motor skill and fitness benefits; aquatic sessions are a great time to43
focus on social and cognitive objectives is while children are calm in the pool. Because of the44
difficulties with language and communication, students with autism lack social skills and if not45

3
nurtured, may lack social interaction. Playing pool games is an excellent way to promote verbal46
and nonverbal vocabulary, communication skills, and social interaction. One of the greatest47
benefits that have been shown in research is a reduction in stereotypical autistic movements after48
physical activity (Levinson & Reid, 1993; Richmond, 2000).49
cite that research here). Occupational therapists find that paying attention, tolerating touch, eye50
contact, and self stimulating behaviors can all be improved in the aquatic environment (Powell,51
Vonder- Hulls, & Walker 2006). Need additional info regarding social skills here and how they52
can be nurtured.53
Students with autism can be included in many different aquatics programs based on the54
most developmentally appropriate setting, the child’s individual needs, and the goals of the55
aquatics program. Examples of settings that could include aquatics: physical education, adapted56
physical education, inclusive physical education, therapeutic recreation, behavior management,57
physical therapy, IEP goals, recreation, learn to swim, water safety instruction, and competitive58
swimming.59
If giventhe opportunitytoimplementanaquaticsprogramfora studentwithautism,60
professionalsshouldbe eagertotake advantage of it. This article will provide some strategiesfor61
planningandimplementingaprogramfor those whowill be takinginitiative toteacha studentwith62
autisminthe water.63
ABC Model introduction64
Short paragraph65
Step One: Pre-Planning for Safe Participation66
These things should be considered before deciding if a child will participate.67

4
68
Health Conditions69
Before starting an aquatics program you will need to determine if the student can70
participate safely. It is important to gather information on the student including any medical71
conditions the student may experience. Seizures are a common secondary condition for children72
with autism so it is important to find out if the child has ever had a seizure and train the staff on73
how to care for the student in that situation. The student should get a doctor’s approval in regards74
to any health conditions prior to beginning any aquatics program.75
Lastly, make sure to get parental consent for the student to participate. Due to the76
inherent risks of aquatic activities, if medical conditions cannot be managed, swimming may not77
be the best type of program.78
Sanitation79
Some children with autism engage in self-injurious behavior like picking or scratching80
the skin that could cause open skin wounds (Exkorn, 2005). State bathing codes prohibit81
swimming with an open wound due to the risk of serious viral or bacterial infections that can82
lurk in swimming pools (new jersey bathing code page 15 ; Griffiths, 2003).83
Some students with autism may be delayed in toilet training (Boswell & Gray, year?).84
Ask caregivers if the student is toilet trained. If not, students should be required to wear a water85
proof swim diaper and state bathing codes require plastic water proof briefs with snug fitting86
elastic at the legs and waist (NJ pg 15). Reminding all students to use the toilet before87
swimming is also recommended (Page 15 new jersey bathing code)88

5
Safety89
Children with autism may lack safety awareness and an understanding of the importance90
of pool rules. All staff should have disability awareness training on how to interact with an91
individual with autism and to understand the safety issues they need to watch for, such as a92
student running and jumping into deep water without regard for safety of ability level.93
Supervision & Personnel94
Instructors should communicate with the facility’s management to consider lifeguard95
supervision. Some things to consider for staffing would be: assigning particular lifeguard staff to96
exclusively watch the student(s) and informing lifeguards about medical issues so that they can97
be prepared to respond to an emergency.98
If a student has any known conditions that require frequent assistance from an aid or99
nurse, make arrangements for those trained staff to attend the sessions.100
While a one to one teacher student ratio may be needed to supervise some students, small101
or large group instruction may be appropriate for others. Within a program that accommodates a102
larger group of people, one-on-one assistants, peer tutors, or other supervision will likely be103
necessary.104
Choosing a Facility105
The potential for a successful aquatic program starts with choosing a facility. Some106
things concerning the facility may be out of the instructor’s control and therefore should be107
considered before choosing the location.108

6
For some students, warm water will be more relaxing and comfortable. Pools that are109
shared with competitive swimming programs or used for other vigorous exercise will likely need110
to have a water temperature between 79 and 82 degrees F. This temperature may be appropriate111
for some students with autism while others would focus better in temperatures closer to 85112
degrees. Raising the water temperature is usually not a reasonable request in large public or113
private facilities.114
Environment- Limiting distractions and noises in the pool setting is greatly beneficial due to115
hypersensitivity and distractibility. Consider scheduling the lessons for a time of day when the116
pool is not heavily used by other programs and patrons. You could also plan your lesson so that117
the student is facing away from distractions. Noises such as fans, motors, and music at a low118
volume might be considered background noise by most of us but, can be very distracting for119
some students with autism. Fans for ventilation and motors like those used for filtration are often120
required for operation and are not adjustable.121
Some individuals with autism are sensitive to lighting, especially bright florescent lights.122
It might be permissible to dim or turn out a portion of the lights but ask the facility managers in123
advance. If the ideal conditions are not available, it is not a dead end. Over time and through trial124
and error teachers and students may learn how to deal with the environment to be able to enjoy125
the water.126
Step Two: Assess127
(knowing where students are at the end of instruction/ make modifications)128
Getting to know a student with autism in the water is an experience that cannot be129
substituted with any amount of reading nor will it be the same as getting to know them on dry-130
land. In order to determine student’s needs and identify which objectives will be addressed in131

7
the aquatic program you will need to learn how the student is affected by autism and what132
abilities he/she has in the water.133
Consult with school teachers, caregivers, parents, other professionals who know the134
student and are trained in strategies to manage his/ her behavior, and possibly the student to135
help decide what goals will steer the program. If the student has an Individualized Education136
Plan (IEP) or other equivalent type of plan for school, ask the parents if you can read a copy of137
the plan to gather useful information. The IEP will show you what goals the student has at138
school that you may be able to contribute to during the program. Some goal areas may be more139
heavily weighted than others due to the individuals needs but, try to balance affective,140
cognitive, psychomotor, and fitness goals.141
If you find that the student’s goals at school or home are related to behavior142
management or modification, you should become familiar with any existing behavior143
management strategies that the student already uses in that setting. Learn how to use the144
strategies and plan to use them consistently throughout the program. For example if the145
student is being taught at school to control outbursts like screaming when happy and excited;146
the swimming instructor should also discourage this and/or replace it with a more appropriate147
response during the lessons. Some basic examples of behavior management are redirecting and148
replacing.149
A wide variety of goals can be incorporated in the aquatics program. Some examples of150
program goals or objectives are: health related fitness, therapeutic play-based functional151
movement, improving range of motion, helping to facilitate neurodevelopmental growth,152
improved body awareness, increased balance, sensory integration, mobility skills, social skills,153
communication skills, and most importantly, having fun.154
Based on what you know now, choose an aquatic assessment that will allow you155
to discover what the student can do in the water. See [table x phil conatser, book, red cross,156
]The assessment could range from observations of the student’s behavior during free play in157
the water to a swimming skills test. It is important to observe the student in the water because158
the water may prompt certain impulsive behaviors. Working through some of these behaviors159
might become a short term or secondary program goal. If the child has a great fear of the160
water, overcoming this fear will be the first goal.161
Continue to assess ineach session. Through teacher observations or formal data162
gathering with rubrics, make a record of your student’s progress that can be used to make163
adjustments to the program.164
Step Three: Planning Instruction (old title prescribe)165

8
Lesson Structure: To aid the student with autism that depends on routine, the general166
structure of the lesson components should remain consistent. The duration of a lesson will167
depend on the students’ tolerance. Lessons should be ended before the student loses focus. The168
parents and other teachers can advise on how long the student will usually focus on instruction.169
Consider planning the session a few minutes shorter than the predicted time limit. After learning170
more about the student’s behavior, the teacher can adjust the duration of the lessons to maximize171
learning. Try to schedule the lessons at the same time on the same day(s) of the week.172
When a change is coming, try to let the student know in advance. For students who are173
very dependent on their routine schedule, consider inviting them to come to the pool for out of174
water activities if there is a problem preventing them from getting in the water such as an open175
wound, ear infection, or problems with the pool chemistry.176
To help with the transition from daily activities to the pool, caretakers can give the177
student something to hold while they walk into the building that relates to the swimming178
program. It could be a picture of the instructor or of the pool or an object like goggles or a kick179
board (Langendorfer & Bruya, 1995). The transition object could even be a social story or180
activity schedule for the lesson.181
Setting up stations can help students with autism that have short attention spans and is an182
excellent way to map out the various parts of the lesson so that there can be an easy flow183
throughout. Stations should have routine transitions in between. Each station should have a goal184
or time limit to be sure the duration does not go over a few minutes. Use of timers or a185
countdown to the number of repetitions toward a goal can be used to signal the approaching end186

9
of a station. The actual time and space between stations should be short and clearly mapped out.187
Teachers should explain and demonstrate the task at each new station.188
When planning a lesson, focus on the student’s strengths. For example use a task the189
student is already successful with for the focal point of a game and design the game with ideal190
conditions that the student is known to function well within. This is in contrast to first choosing a191
typical game and then trying to manage your student’s behavior within that game.192
Design games that are cooperative instead of competitive to encourage social skills.193
When the goal of the game can only be reached by incorporating others, the students will be194
learning social interaction. Plan interactions that allow students to make eye contact and speak to195
each other.196
Step Three: Teaching197
Successes and challenges both motivate students. Tasks that are too easy or too difficult198
often do not encourage a student to participate at full potential. When a task seems too easy199
students may be bored or easily distracted. When a task is too difficult, students may be200
frustrated or discouraged. Finding a balance between challenge and success is an important201
teaching skill that will help to motivate and control behaviors (find a reference, look in202
Winnick). To ensure success, plan some things in each lesson that you know will be successful.203
To ensure that each task is an appropriate challenge, teachers need to plan adaptations that can204
make each task easier or more difficult.205
When introducing new skills, do so gradually. For example, you could demonstrate a skill206
near the end of a session and tell the student that he/she will try it at the next session. Develop207

10
small components of skills at a time to increase success before attempting the whole skill. Then,208
review learned skills frequently.209
When reviewing, be consistent in using the same strategies and cues that were used when210
a skill was first taught. Over time the cues can become less frequent or can be replaced with just211
a prompt. For example- when first teaching the breast stroke kick, you might constantly repeat212
the cues with each repetitive motion, “heels up, toes out, and around”. As the student learns the213
skill the repeating cues could be shortened to “up, out, and around”. When reviewing the breast214
stroke kick later on the teacher might say, “show me your breast stroke kick, remember up, out,215
and around”. Over time you may only need to say, “show me your breast stroke kick”.216
Learning Environment- The potential for success with each pool session starts before217
the student arrives. There are many things you can do that may help the student to accept the218
swim lessons into their routines and therefore be more calm and ready to focus. All of these219
could be considered environmental cues. The environmental cues that work best will be unique220
for every student.221
Choosing to use plenty of fun bright colored equipment can attract the student’s attention222
and help to motivate them. In addition to bright colors, different textures may appeal to some223
students. Scarves or other cloth like objects that move in a flowing manner underwater may224
interest some students. Using buoyant swimming aids that can be held, positioned under, or225
attached to the body when learning new skills, can increase the level of success and confidence226
thereby increasing participation.227
The pool environment and lesson schedule should be used as consistently as possible. For228
each lesson, use the same part of the pool, enter through the same doors and walk to the229

11
designated area via the same path. Set up equipment in the same arrangement and at the same230
time i.e. before or after the student arrives. Setting up the equipment so that the student can see231
what will be used during the lesson is an environmental cue to let them know what is coming up.232
Posting a daily visual schedule that outlines the lesson plan is an environmental cue that may233
help the student to be ready to accept the various lesson activities. Always use the same type of234
opening and closing. One example for a routine would be to sing a hello song at the opening and235
a goodbye song at the closing (Langendorfer & Bruya, 1995). Another example is to do a certain236
type of greeting at the beginning and a cheer at the end or give students a small token like an ink237
stamp or sticker at the end.238
Beginning the Lesson- When you finally will meet the student in the water there are239
some things you can do to make them more comfortable and more able to focus. Entering the240
water can be made more inviting by using different approaches other than a traditional ladder. A241
disorder in visual depth perception may cause hesitation and anxiety when entering the pool.242
Using a larger stair case style ladder or a pool with a zero entry slope may be more inviting than243
a regular ladder. Some students with autism interpret a light touch as offensive and prefer or244
even crave firm pressure. Entering the water step by step is similar to a light touch while a more245
instantaneous entry will give a rush of firm pressure (Martinez, 2006). Using a sliding board or246
jumping in may be more inviting due to depth perception and water pressure. The same sensation247
could be incorporated throughout the session by allowing students to jump off a large floating248
mat in the center of the pool. If the student uses a reward or token economy behavior strategy,249
jumping or sliding in it could be the tangible reward used throughout the lesson. If your pool250
doesn’t have a sliding board, you can create a similar object by hanging a large thick mat over251
the side of the pool. An assistant instructor should kneel on the mat behind the student to hold it252

12
in place and spot the student’s head, while another assistant should be in the water to receive the253
child if needed.254
Communication255
Students will usually respond better to simple, one part or two part instructions. When256
students are not responding to instruction, the teacher can progressively make the verbal257
directions shorter and add more visual and physical prompts until the student starts to respond.258
The teacher can encourage any response that resembles the desired response with praise and259
positive reinforcement and then continue to shape the response toward the desired response.260
(Peterson, 2004)261
Example Script:262
Teacher - “Bobby, raise your right arm up towards the ceiling and put your left arm down263
by your side.” Student- No response. The teacher adds a demonstration while repeating264
the instruction, “Bobby, raise your right arm up towards the ceiling and put your left arm265
down by your side.” Student- No response. Teacher shortens the instruction repeated with266
demonstration, “right arm up, left arm down”. The student puts the left arm up. Teacher -267
“Good job, arm up. Thank you. Now let’s put the other arm up”. The teacher adds a268
physical prompt to continue with shaping the behavior- The teacher touches the right arm269
and says “down”270
For students who do not communicate verbally, teachers must learn how to communicate271
with very little talking. Visual cues, environmental cues, physical prompts, and demonstrations272
are all excellent ways to communicate. Teachers can demonstrate a skill and then give the273
student a visual cue to repeat it like pointing at them. A physical prompt, like touching the274

13
students hand could signal that they should do something with that hand. Teachers can also use275
“hand-over-hand” strategy by holding the students hand, foot, arm, or other appropriate body276
part to manipulate it through a motion. Arranging equipment in order that it will be used would277
be an example of an environmental cue.278
Many students with autism use pictures to communicate. Aquatic instructors can create279
pictures for the pool by simply laminating papers and/or placing them inside air tight plastic280
sandwich bags. Follow the same design for any picture communications that the student already281
uses. Consider photo copying pictures or photographs and label them with a short phrase or282
sentence. Strategically arrange the pictures in a sequence that follows the lesson plan, known as a283
picture schedule. Pictures can be organized into a photo album, binder or, along on a linear284
object like a ruler.285
For students who like music, teachers can repeat cues in a simple rhythm that will help286
the students remember them. For example the three chosen cues for elementary backstroke could287
be repeated to the tune of three blind mice.288
When choosing what cues to use, consider what the student may already be familiar with, what289
their interests are, and what would be age-appropriate.290
If echolalia is one of the student’s characteristics, respond by acknowledging and291
repeating the phrase again. For example the student repeats what you have said, “Bobby, we are292
going to swim”, respond with, “that’s right, we are going to swim”. After a few rounds of293
repeating, the student will eventually stop repeating the phrase and will move on towards294
completing the task (Martinez, 2006).295

14
Use clear language without jokes, sarcasm, similes, or metaphors. For example, instead296
of telling a student to, “be a rocket”, tell them to put their arms over head in the streamline297
position.298
Behavior Management Strategies299
Always try to identify what came before and after each success and failure. Give students300
attention and praise when they are behaving appropriately. Try not to give attention to301
inappropriate behavior unless it is unsafe or very disruptive. Some behaviors like hitting oneself302
may be done to attract attention. Students may eventually stop doing behaviors that don’t get303
attention. For example, if the student is splashing excessively, the teacher can quietly stand back304
and wait for them to stop before continuing instruction instead of shielding the face while asking305
and wildly motioning for them to stop.306
Replacing or redirecting strategies are appropriate for behaviors that need to be307
interrupted because they are unsafe or inappropriate (Siegel, 2003). For example, if the student308
is doing something inappropriate like touching others, the teacher can redirect the behavior by309
giving them something to hold, which will keep the hands busy. In this way, the behaviors are310
avoided without having a confrontation or challenge between the teacher and student.311
Rewards, as with a token economy system, are often used for motivation and behavior312
management. With a token economy, each correct response will earn the student a token, i.e.313
sticker on a card. Once the student has earned the predetermined goal number of tokens, they can314
be exchanged for a reward that is tangible like a toy, fun activity, or in some situations food. A315
practical way to do this in the pool is to use a reward bucket. Simply place a bucket at the edge316
of the pool and add things to it that the student can play with at the end of the lesson or add317

15
tokens to the bucket the student can trade in for a reward at the end of the lesson. Remember that318
this system is only a positive reinforcement so; do not take things out of the bucket as319
punishment. When the student is not achieving the desired outcomes, nothing is added to the320
bucket (site Martinez?).321
Directing Personnel- Incorporate peer tutors, para-professionals, or other assistants to322
help manage groups of students. The lead teacher should give assistants specific instructions and323
demonstrate teaching strategies for the assistants. Peer tutors, or same age students without324
disabilities can participate alongside students with autism to help promote social interaction and325
model the desired behaviors.326
Safety & Sanitation While Teaching – While teaching a lesson there a few things to be aware327
of to ensure safety and sanitation. Swallowing pool water is a common behavior for students328
with autism that needs to be avoided. To control this, use strategies from the student’s behavior329
management plans or replacement redirect strategies.330
Staying submerged under the water may be common for students who enjoy the quietness331
and water pressure here. Closely monitor the amount of time the student is under water and be332
prepared to prompt them to come up after a few moments. Never encourage any student to stay333
under water or hold their breath for any amount of time. Breath holding is not only dangerous,334
but it can trigger a seizure for those prone to epilepsy (Gayle, Lepore, & Stevens 2007). For335
students who have frequent seizures, wearing a US Coast Guard approved lifejacket should be336
required. Students with epilepsy require close supervision at all times (red cross wsi).337
If students will be allowed to swim in water deeper than the shoulders, the instructor338
should wear a lifejacket or a lifeguarding rescue tube, if properly trained, in order to be prepared339

16
in a situation where a student could do something unexpected or become fearful or panicked. The340
panic or distress associated with drowning will cause a person to “climb” anything or anyone in341
reach, pushing others underwater. The student should not be allowed into the deeper water if the342
swimming assessment did not show the ability to swim proficiently.343
Step 5 Evaluate344
Trial and error will be part of the process. Evaluation is needed in regards to the details of345
each session but also to the program as a whole.346
When lessons don’t go as planned we learn more about our students and we get useful347
information on how to improve. Reflecting on each session will help to identify the reasons why348
some things worked and others did not.349
When evaluating the program as a whole, focus on the goals established prior to the start.350
If goals were not met was satisfactory progress made towards reaching the goals? Do the goals351
need to be adjusted? Are major changes needed like; moving to a different facility or changing352
the main schedule?353
Some things that may likely need to be adjusted are Talk about adjusting the duration of354
each session..?. Evaluatealso is an evaluation of theprogrameffectivenssasa whole. Was the355
programeffective,should itcontinue,doesit need to bechanged,did it work?356
…357
Adjustments can be made to any aspect that the teacher can control. Some things358
are not controllable. Learn how to work around these problems instead of focusing on359
them. (end of section)360

17
361
Summary362
This article provided suggestions on designing and implementing an aquatic program for363
students with autism. Not all the information in this article will apply to every student. The364
suggestions here are meant to provide instructors with the confidence to take the first steps365
toward success with their students. not.366
367

18
References368
Benjamin, J., Harvey, W., Prupas, A. (2006). Early intervention aquatics: A program for children369
with autism and their families. The Journal of Physical Education, Recreation & Dance,370
77 (2), 46-51.371
Birkan, B., Bumin, G., Yandarda, M., Yilmaz, I (2004). Effects of swimming training on372
physical fitness and water orientation in autism. Pediatrics International, 46, 624–626.373
Birkan, B., Camursoy, I., Erkan, M., Konukman, D., Yilmaz, I (2003). Using constant time delay374
procedure to teach aquatic play skills for children with autism. Research Quarterly for375
Exercise & Sport, 74 (1).376
Boswell, S., Gray, D. (no date). Applying structured teaching principles to toilet training.377
Retrieved from teacch.com/educational-approaches.378
Exkorn, K. (2005). The autism sourcebook: Everything you need to know about diagnosis. New379
York, NY: Harper Collins Publishers Inc.380
Fragala-Pinkham, M., Haley, S., O'Neil, M. (2008). Group aquatic aerobic exercise for children381
with disabilities. Developmental Medicine & Child Neurology, 50 (11), 822-827.382
Griffiths, T. (2003). The complete swimming pool reference (2nd ed.). Champaigne, IL:383
Sagamore Publishing Company:384
Gayle, W., Lepore, M., Stevens, S. (2007). Adapted aquatics programming: A professional guide385
(2nd ed.) Champaigne, IL: Human Kinetics386
Individuals with disabilities education act amendments of 2004 - Pub. L. No. 108-446, 118 Stat.387
2647388
Jake, L. (2003). Autism and the role of aquatic therapy in recreational therapy treatment services.389
Retrieved from www.recreationtherapy.com390
Janzen, J. (1996). Understanding the nature of autism: A practical guide. San Antonio, TX:391
Therapy Skill Builders.392
Martinez, C. (2006). Adapted aquatics for children with autism. Adapted Physical Education,393
17 (5), 34-37.394
Peterson, G. (2004) A day of great illumination: B. F. Skinner’s discovery of shaping. Journal of395
the Experimental Analysis, 82, 3 317–328 Retrieved from www.ncbi.nlm.nih.gov396
Powell, J., Vonder Hulls, D., Walker, L. (2006) Clinicians' perceptions of the benefits of aquatic397
therapy for young children with autism: A preliminary study. Physical & Occupational398
Therapy in Pediatrics, 26 (1-2), 13-22.399

19
Siegel, B. (2003). Helping children with autism learn: Treatment approaches for parents and400
professionals. New York, NY: Oxford University Press.401
Winnick, J. (2005). Adapted physical education and sport (4th ed.). Champaigne, IL: Human402
Kinetics.403
404
ABC MODEL KELLY AND WESSEL405
Levinson and Reid (1993)406
Richmond (2000)407
408
New Jersey state sanitary code: Chapter IX public recreational bathing. N.J.A.C. 8:26 September409
6, 2009. Retrieved from http://www.state.nj.us/health410
411
Crollick, J. L., Mancil, G.R., & Stopka, C. (2006). Physical activity for children with autism412
spectrum disorder. Teaching Elementary Physical Education. 17(2), 30-34.413
414
Abstract415
Autism is a developmental disorder affecting the lives of thousands of children. According to the416
Centers for Disease Control and Prevention (CDC), approximately 34 in 10,000 children ages 3 to 10417
years of age have autism (CDC, 2004). The Autism Society of America (ASA) reports that 1 in 166418
babies born today will develop autism spectrum disorder (ASD). Several researchers have developed419
programs that use physical activity to benefit children with autism. Richmond (2000) found a decrease420
in stereotype after children with autism participated in jogging sessions and ball throwing. Similarly,421
Levinson and Reid (1993) discovered that vigorous activity reduces stereotyped behavior in children422
with autism. Further, O'Conner and colleagues (2000) have developed effective methods of exercise423
that allow children with autism to remain engaged in the developmental process. The purpose of this424
paper is to examine appropriate physical activity for children with autism and its effectiveness in425
addressing deficits associated with ASD. Specifically, this article discusses (a) organized play, (b) the426
importance of physical activity, (c) a sensorimotor approach, and (d) programming based on five427
physical education objectives.428

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