A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder

Abstract

The purpose of this review was to systematically search and critically analyse the literature pertaining to behavioural outcomes of exercise interventions for individuals with autism spectrum disorder aged ⩽16 years. This systematic review employed a comprehensive peer-reviewed search strategy, two-stage screening process and rigorous critical appraisal, which resulted in the inclusion of 13 studies. Results demonstrated that exercise interventions consisting individually of jogging, horseback riding, martial arts, swimming or yoga/dance can result in improvements to numerous behavioural outcomes including stereotypic behaviours, social-emotional functioning, cognition and attention. Horseback riding and martial arts interventions may produce the greatest results with moderate to large effect sizes, respectively. Future research with well-controlled designs, standardized assessments, larger sample sizes and longitudinal follow-ups is necessary, in addition to a greater focus on early childhood (aged 0-5 years) and adolescence (aged 12-16 years), to better understand the extent of the behavioural benefits that exercise may provide these populations.

Intermittent metabolic switching, neuroplasticity and brain health

“…Indeed, human adolescents with BDNF haploinsufficiency score higher on an autism clinical rating scale than age-matched control subjects 171 , and mTOR is hyperactivated in animal models of ASDs, which may result in aberrant dendritic spinogenesis and dysregulation of neuronal network activity 172 . Consistent with a potential benefit of IMS in ASD, exercise is effective in reducing behavioural issues in many children with ASD 173 . In the BTBR mouse model of ASD, a ketogenic diet improved symptoms by increasing sociability and decreasing self-directed repetitive behaviour 174 .…”

The Effects of Exercise Dose on Stereotypical Behavior in Children with Autism

“…Briefly, some of these shortcomings include inadequate sample size, absence of a control condition, lack of accounting for exercise intensity, and use of nonhomogeneous samples; that is, individuals with ASD being grouped with other mental/cognitive disorders (9,24,30,37). The present study addresses the common methodological faults of previous studies by using a relatively greater number of only ASD participants, applying well-defined exercise standards in accordance with the American College of Sports Medicine (ACSM) guidelines and consistently quantifying exercise duration and intensity using continuous HR monitoring and a rating of perceived exertion (33,38).…”

A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

“…Some researchers assert that successful FMS abilities can lead to higher motor competency, which in turn could increase the likelihood of participating in physical activity in later years (Stodden et al, 2008;Stodden, Gao, Goodway, & Langendorfer, 2014). An increase in the rate of physical activity for children with ASD has been suggested to have a positive effect on the occurrence of stereotypic behavior (Bremer, Crozier, & Lloyd, 2016;Lang et al, 2010). However, prerequisite motor skills are necessary to properly perform an activity (Larouche, Boyer, Tremblay, & Longmuir, 2014;Williams et al, 2008); they also increase the likelihood of remaining physically active in the future (Barnett, van Burden, Morgan, Brooks, & Beard, 2009).…”

“…Despite mounting evidence of delay, few interventions have targeted gross motor skills as an outcome (Staples, MacDonald, Zimmer, 2012). Three recent studies (Bremer, Crozier, & Lloyd, 2016; Ketcheson, Hauck, & Ulrich, 2016), amoung others, demonstrate the increasing awareness to this issue; however, continued theory-based research is needed to builded an effective motor intervention for children with ASD.…”

“…Despite mounting evidence of delay, few interventions have targeted gross motor skills as an outcome (Staples, MacDonald, Zimmer, 2012). Three recent studies (Bremer, Crozier, & Lloyd, 2016; Ketcheson, Hauck, & Ulrich, 2016), amoung others, demonstrate the increasing awareness to this issue; however, continued theory-based research is needed to builded an effective motor intervention for children with ASD.The purpose of this parallel, convergent mixed methods design study was to test the validity and effectiveness of a fundamental motor skill (FMS) intervention for children with ASD that uses dynamic systems theory (DST; Newell, 1986). The intervention was based on intentional manipulations of task constraints, hereafter referred to as task modifications, to build FMS.…”