Visual Supports for Children With Autism in Physical Activity

被引:1
|
作者
Forbes, Adam S. [1 ]
Yun, Joonkoo [2 ]
机构
[1] Univ Virginia, Sch Educ & Human Dev, Charlottesville, VA 22904 USA
[2] East Carolina Univ, Coll Hlth & Human Performance, Greenville, NC USA
关键词
physical educators; picture task card; visual schedule; video modeling; DAILY LIVING SKILLS; SPECTRUM DISORDERS; ACTIVITY SCHEDULES; TEACHING-CHILDREN; MOTOR-SKILLS; PLAY SKILLS; VIDEO; STUDENTS; PERFORMANCE; PICTURE;
D O I
10.1123/apaq.2022-0157
中图分类号
R49 [康复医学];
学科分类号
100215 ;
摘要
Visual supports have been advocated as one strategy to teach children with autism in physical education. However, empirical studies documented inconsistencies in their effectiveness, with some demonstrating positive effects while others reported limited support for their use. Without a clear synthesis of information, physical educators may have difficulties in identifying and meaningfully utilizing visual supports. A systematic literature review on visual supports was conducted with synthesized current literature for physical educators to make informed decisions regarding their use for children with autism in physical education. A total of 27 articles were reviewed, which included empirical-and narrative-based manuscripts. Results suggest that picture task cards, visual activity schedules, and video prompting can be potential strategies that physical educators can use to teach motor skills to children on the spectrum. However, video modeling may need to be further investigated to fully understand how to use it in the context of physical education.
引用
收藏
页码:781 / 806
页数:26
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