The Effects of Physical Activity and Regular Activities on Student On-Task Behavior for Students with Autism
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The purpose of the study was to examine the effects of physical activity and regular activities on student on-task behavior for students with autism. The sample consisted of a male student, age 11, with autism from a selected intermediate school. The target behaviors of the study were responding appropriately when given assignments, appropriate interactions with students and teachers, following directions, and participation in classroom activities. Data were collected through observations and interventions using ABAB design. A baseline was established after one week of observations. An intervention using physical activity, twice a day for 30 minutes each session, was introduced for one week and target behaviors were examined and results tallied. During the following week, the interventions were withdrawn and target behaviors were examined and results tallied. The intervention, was again, introduced after one week of withdrawn. The target behaviors were observed and results tallied. The results indicated a significant difference in the student's on-task behavior before and after interventions as measured by the number of times the student was not on target. The results suggest that the use of physical activity for increasing on-task behavior is beneficial to students that have autism.