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在适应自闭症谱系障碍儿童的网球课程期间,体育教育 (ALT-PE) 的学术学习时间

Emily E Munn¹, Loriane Favoretto Hill², Danielle M Lang²

¹School of Kinesiology, Auburn University, Department of Physical Education, University of South Carolina, Columbia, SC, USA.

International journal of developmental disabilities

|July 10, 2024

概括

对自闭症谱系障碍 (ASD) 的体力活动干预措施显示出有前途. 结构化适应的网球课程增加了ASD患者的运动适当行为,这表明有效的参与策略.

科学领域:

行为科学是一种行为科学.
运动科学运动科学
发展心理学是发展心理学.

背景情况:

自闭症谱系障碍 (ASD) 患病率上升需要量身定制的体力活动干预措施.
行为支持和环境适应增强了ASD个体在体育教育中的参与.
适应的体育活动计划对于解决ASD个体的独特需求至关重要.

研究的目的:

在适应的网球课程中量化ASD个体的运动参与行为.
分析运动适当 (MA),运动不适当 (MI) 和运动支持 (MS) 行为的比例.
在ACEing自闭症计划中评估行为支持的有效性.

主要方法:

使用了体育教育学术学习时间 (ALT-PE) 仪器.
在适应的网球计划中观察了18名患有自闭症的参与者 (7-19岁).
在技能练习期间将观察到的行为分类为MA,MI和MS.

主要成果:

患有自闭症的参与者在运动适当 (MA) 行为中花费了超过50%的时间.
与运动不适当 (MI) 行为相比,适应的程序在MA和运动支持 (MS) 行为中提供了更多的时间.
行为支持似乎可以增强体育活动期间的积极参与.

结论:

与行为支持相适应的网球计划可以增加ASD患者的运动适当参与.
结构化的体力活动干预措施对ASD患者有效.
进一步研究优化ASD的体育活动是有必要的.

关键词:

自闭症谱系障碍 (ASD) 是一种行为支持行为支持.行为编码行为编码.社区项目社区项目身体残疾就是残疾.在/关闭任务.

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