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<p>Antecedent exercise interventions reduce stereotypy in children with autism spectrum disorder (ASD). Neely et al. (Behav Modif 39(1):98–116, 2015. 10.1177/0145445514552891) found a moderate-to-large effect of exercise on stereotypy and academic engagement; however, exercise intensity was only indirectly assessed using behavioral indicators of satiation such as ceasing jumping on the trampoline for 1&#xa0;min or putting feet on the floor outside of the trampoline. We systematically extended&#xa0;Neely et al. by controlling exercise intensity based on a physiological measure to evaluate the effects on stereotypy and academic engagement for two children with ASD. Intervention was evaluated in a multielement design comparing (a) no exercise (baseline) and (b) physical exercise until behavioral indicators of satiation. Following successful changes in stereotypy and academic engagement, we manipulated exercise intensity using a heart rate measure. Our results corroborate Neely et al.’s findings; additionally, adding a physiological measure to control exercise intensity produced a robust and consistent effect, especially on stereotypy. However, more research is needed to directly compare the effects of no exercise, exercise until behavioral indicators of satiation, and manipulation of exercise intensity.</p>

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A Manipulation of Exercise Intensity on Academic Engagement and Stereotypy Based on Physiological Measures

  • 期刊论文

  • 发表日期：

    2025年3月11日

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  • Camilo Hurtado-Parrado,
  • Alyssa Coha,
  • Lesley A. Shawler

摘要

Antecedent exercise interventions reduce stereotypy in children with autism spectrum disorder (ASD). Neely et al. (Behav Modif 39(1):98–116, 2015. 10.1177/0145445514552891) found a moderate-to-large effect of exercise on stereotypy and academic engagement; however, exercise intensity was only indirectly assessed using behavioral indicators of satiation such as ceasing jumping on the trampoline for 1 min or putting feet on the floor outside of the trampoline. We systematically extended Neely et al. by controlling exercise intensity based on a physiological measure to evaluate the effects on stereotypy and academic engagement for two children with ASD. Intervention was evaluated in a multielement design comparing (a) no exercise (baseline) and (b) physical exercise until behavioral indicators of satiation. Following successful changes in stereotypy and academic engagement, we manipulated exercise intensity using a heart rate measure. Our results corroborate Neely et al.’s findings; additionally, adding a physiological measure to control exercise intensity produced a robust and consistent effect, especially on stereotypy. However, more research is needed to directly compare the effects of no exercise, exercise until behavioral indicators of satiation, and manipulation of exercise intensity.