The Effects of a Video-Enhanced Schedule on Exercise Behavior.

Research focusing on physical exercise and individuals with autism spectrum disorder (ASD) is limited. Activity- and video-enhanced schedules have successfully increased leisure, academic, social, and daily living skills for individuals with ASD and may be effective in increasing exercise. We evaluated the effects of a video-enhanced schedule presented on an iPad® on exercise behavior with adolescents with ASD using a multiple probe across participants design. Specifically, the effects of a video-enhanced exercise schedule with graduated guidance on independent schedule-following behavior and on-task behavior was evaluated. Participants acquired a video-enhanced exercise schedule and remained on task; we also successfully faded proximity from the participant. The skills generalized to a novel exercise and setting and maintained over time. The procedures were reported to be socially acceptable by stakeholders. Individuals with ASD are more likely to live sedentary lifestyles, have poor diets and sleep, and be overweight. We evaluated the effects of a video-enhanced exercise schedule presented on an iPad® with individuals with ASD on independent schedule following behavior and on-task behavior. We also attempted to fade proximity from an instructor and assessed generalization, maintenance, and social validity. Individuals quickly acquired the exercise schedule and remained on task. Distance from an instructor was increased, skills generalized to novel exercises and locations and maintained over time, and the procedures and outcomes were reported favorable by stakeholders. Practitioners should continue to evaluate the effects of video-enhanced schedules on exercise behavior and determine how to fade the videos.

Leisure and health benefits among Korean adolescents with visual impairments.

PURPOSE: The purpose of the study was to explore health benefits through leisure engagement among Korean adolescents with visual impairments. METHOD: Using semi-structured interviews, a total of 14 adolescents with visual impairments participated in this study. RESULTS: Two salient themes were captured as health benefits as a result of leisure engagement: psychological wellbeing and personal growth. CONCLUSIONS: The findings suggest that leisure provides a venue for the development of self-expression, leisure skills, perseverance, and positive affects. It also indicates that leisure can serve as a vehicle for promoting health and life satisfaction among Korean adolescents with visual impairments.

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD.

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.

Treating stereotypy in adolescents diagnosed with autism by refining the tactic of "using stereotypy as reinforcement".

Use of automatically reinforced stereotypy as reinforcement has been shown to be successful for increasing socially desirable behaviors in persons with intellectual disabilities (Charlop, Kurtz, & Casey, 1990; Hanley, Iwata, Thompson, & Lindberg, 2000; Hung, 1978). A component analysis of this treatment was conducted with 3 adolescents who had been diagnosed with autism, and then extended by (a) progressively increasing the quantitative and qualitative aspects of the response requirement to earn access to stereotypy, (b) arranging objective measures of client preference for contingent access to stereotypy compared to other relevant treatments for their automatically reinforced stereotypy, and (c) assessing the social validity of this treatment with other relevant stakeholders. Implications for addressing stereotypy and increasing the leisure skills of adolescents with autism are discussed.