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The Effects of a Computer-Based Fitness Schedule on Independent Transitioning for a Student with Autism

Joann P. Judge


Identifying practical strategies to increase the level of physical activity for students with autism can be quite challenging for some physical educators. The purpose of this study was to examine the effects of a computer-based fitness schedule (CBFS) on independent transitioning for a student with autism. A single-subject A-B-A-B design was used during the four-week investigation. An adolescent male diagnosed with autism participated in the study during physical education class. A certified adapted physical education teacher conducted the study and recorded the number of independent transitions the participant completed during each phase of the investigation. Results indicated that independent transitions increased when the CBFS was implemented during the intervention phases of the investigation. However, when the intervention was withdrawn, the results were not sustained and the number of independent transitions returned to baseline.  


autism, computer-based schedule, physical fitness training

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