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Published on: July 31, 2017
Teaching children with autism through task variation in physical education
1Department of Health, Physical Education and Recreation, Texas Tech University, Lubbock.
Exceptional Children
|September 1, 1992
Summary
Task variation (TV) significantly improved gross motor skills in students with autism compared to constant tasks (CT). This physical education study highlights TV as a more effective teaching strategy for this population.
Area of Science:
- * Developmental Psychology
- * Special Education
- * Motor Learning
Background:
- * Students with autism spectrum disorder (ASD) often exhibit challenges in developing gross motor skills.
- * Effective pedagogical strategies are crucial for enhancing motor skill acquisition in this population within physical education settings.
Purpose of the Study:
- * To compare the effectiveness of task variation (TV) versus a constant task (CT) condition for improving gross motor skills in students with autism.
- * To investigate the impact of different instructional approaches on motor skill development in a physical education context.
Main Methods:
- * A pretest-posttest design was employed with 12 male students diagnosed with autism (ages 11-15).
- * The I CAN assessment of Gross Motor Skills was used to measure abilities like overhand throw, kicking, and vertical jump.
- * Participants underwent a 6-week intervention period under either TV or CT conditions.
Main Results:
- * The task variation (TV) condition demonstrated significantly greater effectiveness in enhancing gross motor skill acquisition compared to the constant task (CT) condition.
- * Statistical significance was observed at the p < .05 level, indicating a reliable difference between the two conditions.
Conclusions:
- * Task variation is a more effective instructional strategy than constant task practice for teaching gross motor skills to students with autism in physical education.
- * These findings support the integration of varied motor tasks to optimize skill development and learning for students with ASD.
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