The Effects of Physical Activity on Engagement in Young Children With Autism

Abstract

Children with autism have been found to receive immediate benefits from physical activity, though research for this is limited for young children in preschool and kindergarten settings. This study aimed to measure the effects of physical activity on engagement in three kindergarten children with autism by introducing an embedded movement activity into the classroom routine. For two out of the three participants, data shows increases in both movement and engagement when the intervention is introduced. Overall, results showed an immediate increase in engagement during both a group circle time activity and twenty to thirty minutes later during an independent seatwork task. This study supports research including students with and without disabilities demonstrating that physical activity contributes to positive outcomes for children in the areas of academic performance and engagement.