The Use Of Visual Supports for Students with Autism in Inclusive Physical Education

Abstract

The purposes of this study were: (1) to examine the effects of visual supports on individuals with autism time-on-task behavior in inclusive physical education, (2) to examine the effects of visual supports on individuals with autism time-off-task behavior in inclusive physical education, and (3) to examine the effects of visual supports on individuals with autism assisted task behavior in inclusive physical education. A single subject delayed multiple baseline design across 4 participants with autism (3 boys and 1girl) ages 5-9 was used. The study included 7 – 12 sessions of baseline, 11 sessions of intervention, and 3 sessions of maintenance. The visual supports were implemented during physical education sessions. Visual supports included pictures, line drawings, visual activity schedules, spots and lines on the floor, timers, written schedules, and specific boundaries. The dependent variables were the participant’s percentage of time-on-task, time-of-task, or assisted task in inclusive physical education as measured by the Behavior Evaluation Strategy and Taxonomy (BEST: Sharpe & Koperwas, 1999). Results indicated the use of visual supports in inclusive physical education for students with autism increased time-on-task from 36.70% to 63.40%, time-off-task decreased from 29.88% to 15.23%, and assisted task behaviors decreased from 33.43% to 21.39%.