Movement is a cornerstone of our quality of life, overall health, and wellbeing. More and more research, specific to that of autistics, is linking physical activity to everything from better sleep, stress reduction, decrease in challenging behavior, improved cardiovascular health, deepened mind-body connection, boosted positive emotions and enhanced learning outcomes.
Physical activity (PA) is linked to multiple positive health outcomes for young children, with potential benefits in other
domains as well. Engaging in higher intensity PA may produce positive gains for children with autism spectrum disorders
(ASD), especially in academic engagement and on-task behavior. However, there is limited research documenting current
levels of PA in young children with ASD and effective strategies for early childhood educators to increase PA. The aim of this
study is to address these gaps by examining the extent to which embedded antecedent exercise (AE) increases and sustains
engagement for children with ASD in early childhood settings. Three kindergarten students with ASD participated in this
study, using a single-case withdrawal design to investigate the relationship between intensity of PA and student engagement
during two unique classroom activities. Overall, results showed an increase in student engagement across classroom activities
after participating in embedded AE.
Yoga and mindfulness‐based programs are becoming increasingly popular as a supplemental intervention for children and adolescents with autism spectrum disorders (ASD). Increasing numbers of children, parents, and schools are participating in programs around the country with an enthusiasm that far exceeds the research support for their efficacy. Therapies that are safe but not effective may not cause immediate harm. Nevertheless, the misappropriation of limited time and financial resources may result in missed opportunities. The need for clearly defined, evidence‐based therapies for youth with ASD is essential. Method Electronic databases were searched for peer‐reviewed intervention research studies using the key words autistic or autism in combination with yoga, mindfulness, or meditation. Eight studies met inclusion criteria. Results The findings are described in this critical review of eight empirical research studies that implemented yoga and mindfulness‐based interventions for children with ASD. Although few studies reported improvements in core symptoms of ASD, preliminary findings suggest that yoga and mindfulness‐based interventions are feasible and may improve a variety of prosocial behaviors, including communication and imitative behaviors; increased tolerance of sitting and of adult proximity; self‐control; quality of life; and social responsiveness, social communication, social cognition, preoccupations, and social motivation. Reductions in aggressive behaviors, irritability, lethargy, social withdrawal, and noncompliance were also reported. Conclusions Based on the available literature, the empirical evidence to support the efficacy of yoga and mindfulness‐based interventions for children and adolescents with ASD is inconclusive. The current body of research has significant limitations, including small sample sizes, no fidelity measures, and no control groups. Each of the eight studies, however, reported some positive effects on social, emotional, or behavioral metrics. These early results are promising and sufficient to warrant support for further research.
