Visual Supports for Children With Autism in Physical Activity.

This review looked at whether visual aids help autistic children learn in PE classes. Researchers found mixed results - some studies showed these tools work well, others didn't. Picture cards, visual schedules, and video prompts seem most helpful for teaching movement skills. However, more research is needed to know exactly how to use these tools effectively in PE settings.

This systematic review examined the effectiveness of visual supports for teaching children with autism in physical education settings. The review analyzed 27 articles, including both empirical and narrative-based manuscripts, to provide guidance for physical educators. The findings indicate that certain visual support strategies show promise, including picture task cards, visual activity schedules, and video prompting as potentially effective tools for teaching motor skills to autistic children. However, the review also highlighted inconsistencies in the research evidence, with some studies showing positive effects while others demonstrated limited support.

Video modeling was identified as requiring further investigation to determine optimal implementation in physical education contexts.

Physical educators and allied health professionals should consider implementing picture task cards, visual activity schedules, and video prompting when teaching motor skills to autistic children. However, individualized assessment is crucial given inconsistent research findings. Video modeling should be used cautiously pending further research.

The review included both empirical and narrative-based manuscripts, which may affect evidence quality. Specific sample sizes and methodological details of included studies were not reported, limiting assessment of overall evidence strength.

Visual supports have been advocated as one strategy to teach children with autism in physical education. However, empirical studies documented inconsistencies in their effectiveness, with some demonstrating positive effects while others reported limited support for their use. Without a clear synthesis of information, physical educators may have difficulties in identifying and meaningfully utilizing visual supports. A systematic literature review on visual supports was conducted with synthesized current literature for physical educators to make informed decisions regarding their use for children with autism in physical education.

A total of 27 articles were reviewed, which included empirical- and narrative-based manuscripts. Results suggest that picture task cards, visual activity schedules, and video prompting can be potential strategies that physical educators can use to teach motor skills to children on the spectrum. However, video modeling may need to be further investigated to fully understand how to use it in the context of physical education.