Group Physical Activity and Behavioral Practices in Adolescents with Autism: A Case Series on Integrated Educational Interventions

Abstract

Research on physical activity (PA) interventions for individuals with autism spectrum disorder (ASD) has shown benefits in various domains, yet questions remain about how to implement such interventions in adolescents effectively. This study case-series study explores the contribution of a PA program integrated with applied behavior analysis (ABA) strategies in improving motor skills and reducing repetitive behaviors in three adolescents with ASD. The study used a pre-post case series design, with assessments at three time points (baseline, 6 months, and 9 months). The intervention consisted of 29 two-hour training sessions, held once a week in a public gymnasium. Standardized tools, including the Checklist for Autism Spectrum Disorder (CASD), the Social Responsiveness Scale (SRS-2), the Vineland Adaptive Behavior Scales (VABS), the Repetitive and Restricted Behavior Scale (RRBS), and the Movement Observation and Valuation for Individual Training (MOVIT), were utilized. Participants showed consistent improvements in all six motor skills evaluated by the MOVIT, with individual variations. The most significant gains were observed in intersegmental coordination, with acquisition rates increasing from 70% to 90%. Repetitive behaviors decreased, particularly restricted behaviors and modulation insufficiency, while changes in sensorimotor stereotypies were more modest. The preliminary results suggest that a PA program integrated with behavioral strategies is efficacious in improving motor skills and reducing repetitive behaviors in adolescents with ASD. These findings support the integration of physical activity into comprehensive educational interventions for this population.