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Effects of Physical Exercise on Stereotypy and Academic Engagement of Children With Autism Spectrum Disorder : = A Systematic Replication of Neely Et Al. (2015).

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effects of Physical Exercise on Stereotypy and Academic Engagement of Children With Autism Spectrum Disorder :/
Reminder of title:	A Systematic Replication of Neely Et Al. (2015).
Author:	Coha, Alyssa.
Description:	1 online resource (78 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-12.
Contained By:	Masters Abstracts International84-12.
Subject:	Behavioral sciences. -
Online resource:	click for full text (PQDT)
ISBN:	9798379753603

Effects of Physical Exercise on Stereotypy and Academic Engagement of Children With Autism Spectrum Disorder : = A Systematic Replication of Neely Et Al. (2015).
Coha, Alyssa.

Effects of Physical Exercise on Stereotypy and Academic Engagement of Children With Autism Spectrum Disorder :A Systematic Replication of Neely Et Al. (2015). - 1 online resource (78 pages)

Source: Masters Abstracts International, Volume: 84-12.

Thesis (M.S.)--Southern Illinois University at Carbondale, 2023.

Includes bibliographical references

Exercise interventions are effective in reducing stereotypical behaviors in children with ASD, with high-intensity exercise enhancing the effects significantly (Teh et al., 2021). Neely et al. (2015) found a moderate-to-large effect of exercise on stereotypy and academic engagement; however, the intensity of exercise was only indirectly assessed using behavioral indicators of satiation (e.g., flushed face). It was hypothesized that Neely et al.'s (2015) protocol could be more consistently effective if the intensity was directly controlled and matched to what previous systematic reviews and meta-analysis had suggested as the most effective (Center for Disease Control and Prevention; CDC 2020, 64% - 76% of an individual's maximum heart rate). The present study systematically replicated Neely et al.'s (2015) study controlling the intensity of the exercise using a physiological measurement (heart rate) and examining its effects on stereotypic responses and academic engagement. Participants were two children with a diagnosis of autism spectrum disorder and evidence of stereotypy maintained by automatic reinforcement. Neely et al.'s (2015) design and conditions were replicated, namely, a multielement design with (a) no exercise (baseline), and (b) physical exercise until participants showed behavioral indicators of satiation. A third condition was introduced to test for controlling the intensity of the exercise using the heart rate measure. Percentage of intervals with stereotypic responses and academic engagement and heart rate were measured across conditions. Neely et al.'s main findings were reproduced, namely, antecedent exercise reduced stereotypic responses and increased academic engagement. Physiological measurement provided some evidence of a functional relationship between heart rate and stereotypic and academic engagement responses (as heart rate increased, stereotypic responses decreased while academic engagement increased). An effect size analysis (Tau-U index; Parker et al., 2011) was conducted to supplement visual analysis and allow for comparisons with previous research (meta-analyses and Neely et al.'s findings). The effect of exercise on stereotypy was large across conditions and participants. Effects on academic engagement varied between participants, with low-to-moderate effects for one participant and large effect for a second participant. Our findings overall confirm the effectiveness, reliability, and social validity of Neely et al.'s exercise intervention. However, adding a physiological measurement to control the intensity of exercise seems to produce a more robust and consistent effect, especially on stereotypy. The present modified version of Neely et al.'s intervention could be used to continue testing the effects of exercise on other behaviors associated with autism spectrum disorder (e.g., out of seat behavior, aggression, self-injurious behaviors; Wong et al. 2022).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379753603Subjects--Topical Terms:

1148596
Behavioral sciences.
Subjects--Index Terms:

ASDIndex Terms--Genre/Form:

554714
Electronic books.

Effects of Physical Exercise on Stereotypy and Academic Engagement of Children With Autism Spectrum Disorder : = A Systematic Replication of Neely Et Al. (2015).
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