Is that hip tracking properly?
Is he planning on flopping down to the mat after this next hurdle?
Does Adam know what exercise is after these forward hurdle steps?
These are the series of questions that reverberate in my head as Adam completes the set of low hurdle steps as part of his warm-up. They’re the same questions that need to be mentally noted and checked off throughout a session with an individual on the autism spectrum.
Picture courtesy of Eric Chessen.
Fitness for special needs populations, particularly the autism and neurodiverse demographics, is gaining both awareness and more professionals are entering the sphere of practice. Some still overlap the autism spectrum disorder (ASD) population with other neurobiological disorders such as Downs Syndrome. They are different. And they need to be approached accordingly.
The most current statistics from the Centers for Disease Control (CDC) show an autism diagnosis occurring at 1 in 59 children. The statistics for teens and adults with autism are more difficult to find, though many individuals have been diagnosed retroactively as the criteria for diagnosis has changed/broadened with the DSM V (Diagnostic and Statistical Manual of Mental Illness Vol 5). Some of the most common, if not readily discussed, areas of deficit for those with ASD are gross motor deficits and low muscle tone (a catch-all phrase).
By way of intrepid professionals and dedicated parents/caregivers, the field of fitness for individuals with autism has grown in the last few years. As is the case across the fitness/wellness arena, programs and practices vary with no official standard or code of practice for those providing exercise programs to individuals with ASD.
Given the number of children, teens, and adults affected by autism and the evident need for professional fitness services, this is a burgeoning specialty area. While sport-specific, even vocation-specific training has existed in the fitness profession for decades, fitness programming for the ASD population is new and requires some important considerations.
Working with the autism population in a fitness capacity requires being a specialist turned generalist turned specialist. Allow me to expand on that. A fitness professional working with the ASD population, ideally, has a conceptual background and practical skill set to assess movement skills and provide appropriate progressions and regressions for various exercises.
The adaptive/behavior challenges inherent to autism require more than a great fitness program “on paper”/in theory. Not only are the previously noted movement and strength deficits significant considerations, but behavior issues (off-task, maladaptive) must be addressed. The “Greatest Program Ever” is no match for a 17-year old who refuses to budge from lying face down on a yoga mat in the corner of the room.
So here we move from specialist to generalist; gaining an awareness and working knowledge of how different challenging behaviors present in the autism population, how to effectively manage those behaviors within scope of practice, and then how those behaviors may present with specific individuals. Some of our athletes (term used universally) with ASD may be off-task, wandering around the room for ninety-four percent of the session, while others are cooperative to a remarkable degree. Understanding motivation and reinforcement both generally and with specific application to each individual is a necessity here.
Cognitive deficits are another hallmark of autism that requires both global and specific understanding and working knowledge. Our athletes with autism tend to be literal thinkers, having a great amount of difficulty with abstract concepts or directions that include analogies. “Run as fast as a Cheetah” won’t have the same connotation for an individual with ASD as it does for the neurotypical population. With respect to cognitive functioning we have one priority; ensure that our athletes are able to follow our directions to the best of current ability.
Fitness and Medical Fitness professionals considering working with the ASD population may find that the instructions, cues, and even the exercises they rely on with most clientele don’t quite work for individuals with autism. While the general best practices approach to strength, stability, and motor planning still apply (strengthen the large muscle groups first, build a healthy movement pattern before adding load), the path towards success may wind a bit.
In our Autism Fitness™ Certification Level I, we have a consistent cornucopia of professionals with backgrounds in fitness, occupational and physical therapy, behavior therapy, pediatrics, recreational therapy, and education (not to mention parents of individuals with ASD). Each attendee brings in their own knowledge and experience with autism from their professional vantage point. The keys to success are taking the best practices from each area of ability (physical, adaptive, and cognitive), and having strategies that have wide-ranging application. Again, specialist-generalist-specialist.
Odds are that if you’re reading this or have been researching fitness programming for autism, a parent or school has approached you about running a 1-to-1 or group program. You may be starting next month, or next week, or in two hours. So I’ll spend the last of this article providing some practical, go-to strategies within each of the physical, adaptive, and cognitive (PAC Profile™) framework.
Physical
Focus on basic, essential movement patterns (pushing, pulling, crawling, squatting, carrying, and locomotion)
Have appropriate progressions and especially regressions for each exercise
Don’t add variety where it is not needed. Keep programming as simple as possible.
Adaptive
Let the athlete know what they’ll be doing and what’s coming after that. Anxiety levels tend to be high among those with ASD. Providing a “what’s happening next” can deescalate.
Provide opportunities for choice; “Do you want to do push throws or overhead throws first?”
This establishes that the athlete will be doing one of those two throws AND they get to choose which one
Use contingencies; “First hurdle steps, then you can take a break for a minute.” This creates a natural timeline and enables the athlete to know the specific beginning and end of the sequence and what the expectation is.
Cognitive
Label the exercise and demonstrate. Avoid extraneous language.
Teach exercises one at a time. Use a lot of repetition.
Fitness is a life skill, one that is tremendously needed by the autism population of all ages and ability levels. For professionals who choose to offer fitness services to those with ASD, it is imperative that best practices, all around, be used. When we know what we are looking at, what outcomes are realistic, and what strategies to employ, we can meet our athletes where they are at and enhance quality of life.
Eric Chessen, M.S., is the Founder of Autism Fitness. An exercise physiologist with an extensive background in Applied Behavior Analysis (ABA), Eric has spent nearly two decades developing and implementing fitness and adapted PE programs for individuals of all ages and ability levels. Eric is the creator and Lead Instructor for the Autism Fitness Certification and has presented at TEDx on the subject of fitness for those with ASD. He is also the Co-Founder of strength equipment company Stronger than U. He is New York native and very new resident to Charlotte, NC.
