Determinants of physical activity of transitioning adult children with Autism Spectrum Disorder.

Many young adults on the autism spectrum do not attain the recommended minimum weekly amount of moderate to vigorous physical activity (MVPA) to prevent significant health risks. Autism symptoms as well as environmental factors may play a key role in the physical activity (PA) behaviors of young adults on the autism spectrum. The socioecological model (SEM) has been previously used to identify determinants of PA among people within many disability categories. Aims: Explore the overall relationship between determinants of PA of MVPA among parents and their young adult child with ASD as well as MVPA determinants segmented by caregiver level of support. Methods: 336 parents of adult children with ASD completed the Determinants of Physical Activity and Eating Behaviors for Young Adults with ASD Scale. Results: Children's weekly time spent in MVPA was predicted by parent self-reported MVPA, exercise competency, video game use, social skills, and neighborhood qualities. Parent weekly time spent in MVPA was predicted by their child's weekly MVPA, parent exercise competency, parent discretionary time, available home exercise equipment, and parent attitude towards physical activity. Conclusion: These results support the administration of quality community-based motor development, motor skills, and exercise skills programs focused on increasing physical activity and parent's influential role in their children's weekly MVPA.

Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators.

The importance of physical activity in persons with disabilities is well known, yet the prevalence of inactivity remains high. The physical activity behaviors among adults on the autism spectrum are largely unexplored. It is presumed that sedentary behavior and obesity are a greater health issue among young adults on the autism spectrum who no longer receive Individuals with Disabilities Education Act services and supports such as school-based physical education. Using a phenomenology approach, the parents of eight young adults on the autism spectrum were interviewed about their perceptions of the barriers and facilitators to getting their young adults on the autism spectrum physically active. The purpose of this study was to investigate parent's perspective of physical activity barriers and facilitators of their adult children on the autism spectrum. Common themes of both physical activity barriers and facilitators included parents, behaviors associated with autism spectrum disorder, and access and opportunities.

Knowledge of performance feedback among boys with ADHD.

BACKGROUND: Children with attention deficit-hyperactivity disorder (ADHD) often experience delays in acquiring competence completing fundamental motor skills. The effects of augmented prescriptive knowledge of performance feedback (PKP) have not been explored as a possible component solution. AIMS: The purpose of this study was to test the motor learning effects of KP among boys with ADHD. METHODS AND PROCEDURES: Thirty-one boys with ADHD, randomly selected into either a treatment or a control group, completed a series of cornhole games. It was hypothesized that PKP feedback administered to treatment group participants would increase motor learning. Dependent variables included cornhole scores and quality of performance measures. OUTCOMES AND RESULTS: Both groups improved in cornhole scores and improvement was not dependent upon KP. Treatment group participants performed significantly better in quality of performance of the underhand toss compared to the control group. CONCLUSIONS AND IMPLICATIONS: PKP feedback improves motor skill performance learning among children with ADHD above knowledge of results feedback only. Recreational program directors should consider using KP feedback when teaching motor skills to boys with ADHD.

Motor skills intervention research of children with disabilities.

BACKGROUND: Physical inactivity and obesity among children with physical and cognitive disabilities is an emerging public health issue. Children's motor skill development is a determinant of lifelong physical activity and obesity. AIMS: The purpose of this article is to critically evaluate motor skill intervention literature among children with physical and cognitive disabilities. METHODS AND PROCEDURES: Electronic searches were completed to identity research articles published from 1984 to 2014. Major findings were categorized among subtopics including characteristics of intervention studies, research designs, diagnostic method, motor skill interventions and motor skill outcome. OUTCOMES AND RESULTS: 21 studies were found and included participants with developmental delay (42.8%), autism (19.0%), cross-disability (19.0%), intellectual disability (4.8%), cerebral palsy (4.8%), developmental coordination disorder (4.8%), and learning disabilities (4.8%). Only one study was a randomized controlled trial. CONCLUSIONS: and implications: The current literature on motor skill intervention research is broad in scope and has limited generalizability within and across disability groups. Future research is needed to develop cross-disability intervention methods adaptable to disability and function-specific needs, including the utilization of rapidly developing technology. Researchers are encouraged to utilize sound methodology with robust theoretical foundations. Family and community engagement is encouraged in intervention delivery.