Purpose: This study aimed to explore the effect of family-professional partnerships in adapted physical education on the fundamental motor skills, physical activity levels, and adaptive behaviors of children with autism spectrum disorder (ASD) and on parental satisfaction. Methods: A randomized controlled trial design was used, with pre-and…

As the prevalence of autism spectrum disorder (ASD) increases, there is a growing need to develop physical activity interventions that address the behavioral challenges experienced by individuals with ASD. Physical education teachers have employed behavioral supports that add more structure and adapt the environment for individuals with ASD, which…

Background: Normative motor skill assessments occupy a privileged position in physical education scholarship and practice. So much so, in fact, they manifest as commonsense cultural arrangements in most movement contexts, including adapted physical education. The proliferation of such tools has generally been uncontested, until now. Purpose: We…

Sensory obstacle courses provide lesson ideas for teachers targeting objectives in both cognitive and psychomotor domains. Specific cognitive learning includes the movement concepts needed to navigate obstacles set up in the gymnasium aimed at developing athletic motor skills competences needed for sports. Sensory courses include using stations…

Evidence suggests that youth with visual impairments often experience exclusion from participation in physical education (PE). This study examined the frequency that individuals with visual impairments reported having learned fundamental motor skills and commonly taught PE sports skills, the importance that they ascribed to learning such skills,…

The purpose of this study is to examine the effects of adapted play activities on physical fitness in individuals with autism spectrum disorder (ASD). In this study, the pretest-posttest design with a single experimental group was used. The sample of the study is comprised of 7 students with 7-13 years of age. In the measurement of physical…

The Individuals with Disabilities Education Act (IDEA) requires that school districts provide eligible students with specially designed instruction that confers a free appropriate public education (FAPE). Depending on the unique needs of a student, FAPE may include physical education services. The IDEA also requires that a student's individualized…

This article provides a useful activity for adapted physical educators to use when programming for students with low-incidence disabilities. The goal of the activity is to promote movement that is fun and builds upon skills needed for independence. With the help of a task analysis, the game "grip and drop" can help children develop…

Research indicates that although students with disabilities, including those with autism spectrum disorder (ASD), can be successful in acquiring motor and sport-related skills during physical education, they tend to struggle with generalizing those skills to other settings. Difficulties with generalization of physical education skills may…

This dissertation consists of three studies which examined multidimensional balance in youth (= 21 years; Individuals with Disabilities Education Act, 2004) with visual impairments (VIs) using the Brief-Balance Evaluation Systems Test (Brief-BESTest). These studies have the potential to inform (adapted) physical education curricula and…

The aim of the present study was to investigate the effects of adapted recreational therapy program on gait patterns of children with autism. The current study included twenty-one autistic boys aged between 8 and 15 years. The scores of the children with Autism spectrum disorder (ASD) according to the "Gilliam Autism Rating Scale-2-Turkish…

The focus of this chapter is to provide an overview of the role of adapted physical education in the school curriculum as determined by federal law. Adapted physical education is not a new concept, yet dependent upon school district resources, students with unique motor needs may or may not have access to adapted physical education provided by…

A shift in paradigm for pre-professional training as suggested in this paper focuses on the practica experience component. General Physical Education (GPE) has been recognized as a direct service; professionals in physical education (PE) and Adapted Physical Education (APE) must deliver instruction and services to students with and without…

Autism spectrum disorder (ASD) is a complex neurobiological disorder that typically lasts throughout the person's lifetime. Recent data from the Centers for Disease Control and Prevention show that about one in 88 U.S. children have ASD. It is usually diagnosed during childhood and is characterized by core symptoms that include qualitative…

Extant studies indicate persons with autism have difficulties in social interaction, verbal and nonverbal communication, repetitive behaviors, and poor ability to generalize learned skills. Obesity has also been identified as significantly affecting children with autism spectrum disorders (ASD). Negative experience in physical education (PE) may…