Running, climbing, swinging – recess may seem like it’s meant for a fun break, but there’s an educational need to get children moving. For children with autism spectrum disorder (ASD) and other disabilities, physical movement and recess are even more critical.
John Ratey, MD, author of Spark: The Revolutionary New Science of Exercise and the Brian, studies how physical activity and exercise improve brain function. By increasing heart rate and physical activity, alertness, attention, motivation, and the ability to log new information is increased.
Research has shown that proactive physical activity, such as jogging, swimming, biking, yoga, and dance, can have a significant effect on increasing on-task behavior in children with autism, as well as decreasing challenging behavior and stereotypic movement. It doesn’t take much movement either – embedding just 5 minutes of physical movement into a classroom or home routine is enough to positively change behavior. Try a short dance party or yoga session!
When we consult with schools, one of our first recommendations is not to take away recess when a child engages in challenging behavior – instead, look for ways to build in more movement breaks. Taking away recess may only increase behavioral challenges, while adding movement is likely to foster skill-building.
Sometimes adding physical activity into recess, school, and home life involves teaching. Try visual schedules for using new playground equipment. For teaching new activities, break down the steps into teachable parts piece by piece. Also, positive reinforcement is powerful! Incorporate it in meaningful ways throughout teaching and activity engagement.
Work with your school to ensure your child or client is getting those proactive movement breaks and always having recess – recess and physical activity should be a non-negotiable.
Call or email us if you need any help!
Ability ABA
Building strengths and skills across the lifespan
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