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dc.contributor.advisorKozub, Francis M.
dc.contributor.advisorSamalot-Rivera, Amaury
dc.contributor.authorArroyo, Ruben
dc.date.accessioned2021-09-07T20:37:30Z
dc.date.available2021-09-07T20:37:30Z
dc.date.issued8/22/2019
dc.identifier.urihttp://hdl.handle.net/20.500.12648/3983
dc.description.abstractThe purpose of this synthesis is to provide effective teaching strategies for inclusion of students with autism in adapted physical education settings. To that end, a literature review produced a critical mass of 16 relevant articles identifying strategies such as prompting, video modeling, variable intensity prompting (i.e., flexible and most-to-least), antecedent-based intervention, peer tutoring and self-management. These strategies are further discussed to provide practical ways physical educators can use to include students with autism to general or adapted physical education settings. Based on gathered data, there is strong evidence supporting the benefits of variable intensity prompting strategies like most-to-least. Evidence also supports that antecedent-based methodology provides a solid starting point to develop interventions that can incorporate other teaching strategies. As an educator, using proper and effective teaching methods provides the opportunity to improve the students’ quality of life.
dc.language.isoen_US
dc.subjectAutism
dc.subjectEffective Teaching Strategies
dc.subjectPrompting
dc.subjectAutism Spectrum Disorder
dc.subjectAdapted Physical Education
dc.subjectInclusion
dc.titleEffective ways of teaching children with Autism Spectrum Disorder in Inclusive Physical Education Setting
dc.typearticle
refterms.dateFOA2021-09-07T20:37:30Z
dc.description.institutionSUNY Brockport
dc.description.departmentKinesiology, Sport Studies and Physical Education
dc.description.degreelevelMSEd in Physical Education
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies, and Physical Education Synthesis Projects


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