Challenging Situations when Teaching Children with Autism Spectrum Disorders in General Physical Education

• Published in: Adapted physical activity quarterly 2011-04, Vol.28 (2), p.113-131
• Main Authors: Obrusnikova, Iva, Dillon, Suzanna R
• Format: Article
• Language: English
• Subjects: Adolescent; Adult; Antisocial Behavior; Attention Deficit Disorder with Hyperactivity - etiology; Attention Deficit Disorder with Hyperactivity - psychology; Attention Deficit Disorder with Hyperactivity - rehabilitation; Attention Deficit Disorders; Autism; Autistic children; Child; Child Development Disorders, Pervasive - psychology; Child Development Disorders, Pervasive - rehabilitation; Child, Preschool; Competition; Compliance (Psychology); Cooperative Learning; Emotional Problems; Female; Humans; Hyperactivity; Inclusion; Individualized Instruction; Mainstreaming; Mainstreaming (Education) - manpower; Mainstreaming (Education) - methods; Mainstreaming (Education) - organization & administration; Male; Measures (Individuals); Middle Aged; Peer Influence; Pervasive Developmental Disorders; Physical Education; Physical Education and Training - manpower; Physical Education and Training - methods; Physical Education and Training - organization & administration; Physical Education Teachers; Questionnaires; Regular and Special Education Relationship; Sampling Studies; Social Behavior; Social Isolation; Student Needs; Surveys and Questionnaires; Teaching - manpower; Teaching - methods; Teaching - organization & administration; United States; Young Adult
• ISSN: 0736-5829; 1543-2777
• DOI: 10.1123/apaq.28.2.113

As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D'Zurilla's (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men) using a demographic questionnaire and an elicitation questionnaire. Participants listed 225 teaching challenges, 46% related to cooperative, 31% to competitive, and 24% to individualistic learning situations. Teaching challenges were categorized into nine themes: inattentive and hyperactive behaviors, social impairment, emotional regulation difficulties, difficulties understanding and performing tasks, narrow focus and inflexible adherence to routines and structure, isolation by classmates, negative effects on classmates' learning, and need for support. (Contains 3 tables.)