Increasing the Athletic Group Play of Children with Autism

Miltenberger, Catherine A.; Charlop, Marjorie H.

doi:10.1007/s10803-013-1850-7

Cited by 41 publications

(34 citation statements)

References 26 publications

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“…keeping pace with the speed of the game, and how the player's role changes during the game) especially when learning a new activity or playing sports (Menear & Neumeier, 2015). Miltenberger and Charlop (2014) suggest that children with ASD can improve their athletic group play by athletic skills training and participating in rules training, however, generalization of those skills to different settings (e.g. school recess) is challenging for those children.…”

Section: Understanding Pa In Children With Hfasdmentioning

confidence: 99%

Determinants and challenges in physical activity participation in families with children with high functioning autism spectrum disorders from a family systems perspective

Ayvazoglu

Kozub

Butera

et al. 2015

Research in Developmental Disabilities

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Section: Understanding Pa In Children With Hfasdmentioning

confidence: 99%

Determinants and challenges in physical activity participation in families with children with high functioning autism spectrum disorders from a family systems perspective

Ayvazoglu

Kozub

Butera

et al. 2015

Research in Developmental Disabilities

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“…Some characteristics of particular activities may have effects on Ben's response to them. For example, a fast moving game, with many players and complex rules, such as football, present significant challenges for a child with autism (Miltenberger & Charlop ; Obrusnikova & Dillon ). Therefore, the reported inclination of girls to socialise in dyads at age 10–12 may provide an easier social setting for such a child who is possibly more likely to be able to engage in interactions in a small group, more static situation.…”

Section: Resultsmentioning

confidence: 99%

‘I didn't used to have much friends’: exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities

Potter

2014

Brit J Learn Disabil

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While progress has been made in understanding the friendships of children with autism, research on the friendships of children with additional learning disabilities remains extremely limited. In this research, a qualitative case study approach provided a rich description of the friendship concepts and capabilities of Ben, a ten year old boy with autism and severe learning disabilities within the context of a mainstream primary classroom in the United Kingdom. An innovative activity based strategy was used to gain Ben's own perspectives in relation to friendship. Findings revealed that Ben exhibited a strong desire to have friends, believed himself to have some, demonstrated some understanding in respect of degrees of friendship, and displayed a commitment to friendships over relatively long periods of time.Methodological, developmental and capacity perspectives informed the discussion, with a case being made both for a greater focus on the friendship capabilities of children with autism and learning disabilities and their more direct inclusion in the research process. Accessible summary This paper looks at the friendships of Ben, (not his real name), a ten year old boy with autism and learning disabilities, in his mainstream school. Ben was able to name his friends and showed that he understood some important things about friendship. Adults in the school said that Ben was very keen to have friends and that some of his friendships had lasted for over a year. The study focused on the importance of listening to children with autism and learning disabilities and on the need to highlight their social strengths.

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“…Also of interest is that we incorporated family members into our programming. We did this in an attempt to increase the probability of post-study maintenance and generalization of these sports-related skills (as suggested by Miltenberger & Charlop, 2014). We reasoned that because Marcel's family valued basketball and played the game often, the probability of them providing Marcel with continued opportunities to play basketball and contact reinforcement following the study would be high.…”

Section: Indendent Correct (Percentage Of Steps)mentioning

confidence: 99%

Chaining Functional Basketball Sequences (with Embedded Conditional Discriminations) in an Adolescent with Autism

Lambert

Copeland

Karp

et al. 2016

Behav Analysis Practice

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Individuals with developmental disabilities successfully participate in fewer recreation activities, including sports activities, than their typically developing peers. Although a functional basketball-playing repertoire might increase social opportunities and physical health for these individuals, no research has outlined a behavior-analytic strategy for teaching this sport. In our study, we taught a 13-year-old male diagnosed with autism to play basketball. During phase 1, we employed discrete-trial training to establish proficiency with nine fundamental basketball skills (i.e., recruiting attention, passing, dribbling, etc.). During phase 2, we used a forward chaining procedure to teach-specific sequences of these component skills that are appropriate for playing offense and defense and for participating in a full-court basketball drill. The participant learned all pre-requisite skills and response chains came under the control of contextually appropriate discriminative stimuli.

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Increasing the Athletic Group Play of Children with Autism

Cited by 41 publications

References 26 publications

Determinants and challenges in physical activity participation in families with children with high functioning autism spectrum disorders from a family systems perspective

Determinants and challenges in physical activity participation in families with children with high functioning autism spectrum disorders from a family systems perspective

‘I didn't used to have much friends’: exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities

Chaining Functional Basketball Sequences (with Embedded Conditional Discriminations) in an Adolescent with Autism

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