Brief Report: Influence of Physical Activity on Sleep Quality in Children with Autism

Wachob, David A.; Lorenzi, David

doi:10.1007/s10803-015-2424-7

Cited by 81 publications

(71 citation statements)

References 17 publications

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“…Lack of sleep impairs EFs (Bernier, Beauchamp, Bouvette-Turcot, Carlson, & Carrier 2013; Labelle et al, 2015; Saunamäki & Jehkonen, 2007). Exercise reduces stress and depressive feelings (Carmack, de Moor, Boudreaux, Amaral-Melendez, & Brantley, 1999; Haslacher et al, 2015; Williamson, Dewey, & Steinberg, 2001) and improves sleep (Chen, Fox, Ku, & Chang, 2015; Wachob & Lorenzi, 2015; Yang, Ho, Chen, & Chien, 2012). However, no study has yet explored whether any EF benefit from exercise alone (sans cognitive or social components) might be due to the effects of exercise on reduced stress or improved sleep.…”

Section: Interventions Programs and Approaches To Improving Efsmentioning

confidence: 99%

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Diamond

Ling

2016

Developmental Cognitive Neuroscience

790

683

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The ‘Executive Functions’ (EFs) of inhibitory control, working memory, and cognitive flexibility enable us to think before we act, resist temptations or habitual reactions, stay focused, mentally play with ideas, reason, problem-solve, flexibly adjust to changed demands or priorities, and see things from new and different perspectives. These skills are critical for success in all life’s aspects. They are sometimes more predictive than even IQ or socioeconomic status. Understandably, there is great interest in improving EFs. It’s now clear they can be improved at any age through training and practice, much as physical exercise hones physical fitness. It also appears though, despite claims to the contrary, that wide transfer does not seem to occur and aerobic exercise per se does little to improve EFs. Important questions remain including: Are benefits just ephemeral and superficial? How much can EFs be improved and how long can benefits be sustained? What are the best methods for improving EFs? What about an approach accounts for its success? Do the answers to any of these differ by individual characteristics such as age or gender? Since stress, sadness, loneliness, or poor health impair EFs, and the reverse enhances EFs, I predict that approaches that not only directly train EFs but also indirectly support EFs by addressing emotional, social, and physical needs will be the most successful at improving EFs.

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Section: Interventions Programs and Approaches To Improving Efsmentioning

confidence: 99%

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Diamond

Ling

2016

Developmental Cognitive Neuroscience

790

683

View full text Add to dashboard Cite

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“…Four studies [47][48][49] were included (see Table 2), 75% of which were conducted in the USA [47,48,59]. Three studies included more male participants than females [47,49,50]. One study included participants between the ages of 4 and 6 years of age [49], whereas the remaining studies assessed 9-to 17-year-olds [47,48,50].…”

Section: Pa Related To Other Outcome Variablesmentioning

confidence: 99%

Physical Activity in Individuals with Autism Spectrum Disorders (ASD): A Review

Scharoun¹,

Wright²,

Robertson‐Wilson³

et al. 2017

Autism - Paradigms, Recent Research and Clinical Applications

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Current recommendations indicate that children and youth ages 5-17 should participate in 60 min and adults in 150 min of moderate-to-vigorous physical activity daily. Research suggests that physical activity levels of individuals with autism spectrum disorder (ASD) are lower than typically developing and developed peers. Despite evidence for PA decreasing negative behaviors and promoting positive behaviors, individuals with ASD may be less motivated and less likely to participate. Individuals with ASD may be more likely to be overweight or obese than their typically developing counterparts as a result of decreased activity levels. Conflicting findings regarding PA levels in individuals with ASD have been reported. Given mixed evidence, further inquiry is warranted. The present chapter provides a review of literature pertaining to PA in individuals with ASD. Four databases were searched. Predetermined search terms and inclusion/exclusion criteria were clearly outlined to identify relevant articles which were then critically appraised. This research provides a greater understanding of the status of PA participation of individuals with ASD.

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“…They explain how EFs are the first to suffer if a subject feels stressed, sad, lonely, not in good physical health and lacks sleep (Diamond and Ling, 2015). Physical exercise combats these damaging states, enabling higher-order cognitive functions (Carmack et al, 1999;Williamson et al, 2001;Haslacher et al, 2015) and improves sleep (Yang et al, 2012;Chen et al, 2015;Wachob and Lorenzi, 2015). Gould points out the 2-fold impact of physical exercise: it reduces stress along with the negative consequences stress has for brain function while it also favors neurogenesis and brain performance (Gould, 2015).…”

Section: Introductionmentioning

confidence: 99%

Physical Activity and Cognition: Inseparable in the Classroom

Doherty

Miravalles

2019

Front. Educ.

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Traditional education has tended to compartmentalize abstract thought, emotion, and physical activity. However, neuroscientific evidence suggests that these are completely interlinked in the learning process. The traditional lecture-style lesson relegates students to a passive and sedentary role, precluding physical movement. In addition, the current trend of schools reducing recess hours, dropping physical education classes, or subjects that involve the whole body-theater, music, outdoor activity-further limits the scope for physical movement within the learning milieu. Neuroscientific evidence suggests that sedentarism impacts negatively on brain health, and not only physical well-being.Humans are designed to be on the move, to interact with their environment through movement: physical activity is a key contributing factor to healthy brain function. This mini review presents and analyzes evidence from diverse studies and meta-analyses showing the strong link between movement and cognition in primary and secondary school students. There is a growing body of neuroscientific evidence of the benefits that movement and physical activity have for cognition. In the research examined, the authors identify diverse types and degrees of physical activity and their impact on the brain. The neurological impact of movement on the brain can be understood at three levels: increased vascularization-oxygen and glucose to the brain-augmenting brain activity; the release of neurotransmitters and Brain Derived Neurotrophic Factor (BDNF) which favor neurogenesis, memory, attention and motivation; and the development of complex movement-related neural circuits and their interconnection with the executive brain functions. This article proposes a set of concrete applications for educators to bring movement into their classrooms and/or learning contexts, thus favoring cognition. Based on this evidence and given the current educational reality which generally approaches learning as an abstract activity divorced from our corporality, the authors argue for the need to incorporate physical activity and movement into the learning context.

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Brief Report: Influence of Physical Activity on Sleep Quality in Children with Autism

Cited by 81 publications

References 17 publications

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not

Physical Activity in Individuals with Autism Spectrum Disorders (ASD): A Review

Physical Activity and Cognition: Inseparable in the Classroom

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