Exercise Identified as an Evidence-Based Practice for Students with Autism Spectrum Disorder

Authors

  • Melissa Bittner California State University-Long Beach
  • Scott McNamara Texas Woman’s University
  • Leah Goudy Texas Woman’s University
  • David Adams Humbolt State University
  • Suzanna Rocco Dillon Texas Woman’s University

Keywords:

ASD, autism, exercise, evidence-based practice

Abstract

Exercise has recently been identified as an evidence-based practice (EBP) for students with autism spectrum disorder (ASD; National Professional Development Center on Autism Spectrum Disorder [NPDC], 2015). The purpose of this article is to review how exercise was identified as an EBP and demonstrate how exercise can be implemented throughout the school day for students with ASD. The authors reviewed literature identified by the NPDC, as well as literature from recent systematic reviews related to exercise and ASD (Dillon, Adams, Goudy, Bittner, & McNamara, 2016; Lang et al., 2010; Sowa & Meulenbroek, 2012; Wong et al., 2015). Through this examination of literature, the authors found that moderate to vigorous aerobic exercise (e.g., jogging, aquatics) has been the most commonly used intervention for students with ASD. Outcomes (e.g., social, cognitive, physical) from the literature associated with aerobic exercise are outlined and defined. The authors identify and explain practical applications of aerobic exercise for use by practitioners across a variety of settings. 

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Issue

Vol. 32 No. 1 (2018)

Section

Feature Articles

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