Dissertation/Thesis Abstract

Decreasing stereotypy in preschoolers with autism spectrum disorder: The role of increased physical activity and function
by McLaughlin, Constance Ann Hylton, Ph.D., University of Washington, 2010, 138; 3424274
Abstract (Summary)

This study used increased physical activity during recess to reduce stereotypy in preschoolers with Autism Spectrum Disorder. Results indicate increasing physical activity can be used as an intervention to reduce automatically maintained stereotypy in preschoolers with ASD. The intervention had a lesser effect on a preschooler whose stereotypy was maintained by attention. Results show topographies of the stereotypy were differentially affected for each individual. Not all motor stereotypies were affected equally within the same individual, and for one child, vocal stereotypies appeared to become less variable. Social validity measures indicate teachers would be willing to use this intervention in the future. Implications for using physical activity as an intervention for preschoolers with stereotypy are discussed.

Indexing (document details)
Advisor: Davis, Carol
School: University of Washington
School Location: United States -- Washington
Source: DAI-A 71/10, Dissertation Abstracts International
Subjects: Early childhood education, Physical education, Special education
Keywords: Autism, Automatic reinforcement, Function, Physical activity, Preschool, Stereotypy
Publication Number: 3424274
ISBN: 978-1-124-23292-8
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