Oriel Kathryn N, George Cheryl L, Peckus Rebecca, Semon Amanda
Department of Physical Therapy, Lebanon Valley College, Annville, Pennsylvania 17003, USA.
Pediatr Phys Ther. 2011 Summer;23(2):187-93. doi: 10.1097/PEP.0b013e318218f149.
To determine whether participation in aerobic exercise before classroom activities improves academic engagement and reduces stereotypic behaviors in young children with autism spectrum disorder.
This study employed a within-subjects crossover design, using a treatment condition (aerobic exercise) and a control condition, across 4 classrooms. The treatment condition included 15 minutes of running/jogging followed by a classroom task. The control condition included a classroom task not preceded by exercise. The number of stereotypic behaviors, percentage of on-task behavior, and correct/incorrect responses were measured. The Wilcoxon signed rank test was used to compare differences between conditions.
Statistically significant improvements were found in correct responding following exercise (P < .05). No significant differences were found for on-task behavior or stereotypic behaviors.
Consistent with findings in older children, these results indicate that aerobic exercise prior to classroom activities may improve academic responding in young children with autism spectrum disorder.
确定在课堂活动前参与有氧运动是否能提高自闭症谱系障碍幼儿的学业参与度并减少刻板行为。
本研究采用受试者内交叉设计，在4个教室中设置了一个治疗条件（有氧运动）和一个对照条件。治疗条件包括15分钟的跑步/慢跑，随后进行课堂任务。对照条件包括一项没有运动前置的课堂任务。测量刻板行为的数量、任务专注行为的百分比以及正确/错误反应。采用威尔科克森符号秩检验来比较不同条件之间的差异。
运动后正确反应有统计学上的显著改善（P < .05）。任务专注行为或刻板行为未发现显著差异。
与大龄儿童的研究结果一致，这些结果表明课堂活动前的有氧运动可能会改善自闭症谱系障碍幼儿的学业反应。
