Exploring Strategies for Anxiety Management in Autism Spectrum Disorder Students through Physical Activity

Abstract

This practical classroom inquiry describes the process and outcomes of implementing a daily routine of physical activity for high school students with Autism Spectrum Disorder (ASD) as a pedagogical strategy for the management and regulation of anxiety and to enhance self-regulation. Students maintained simple activity records paying attention to personal, physical, emotional, and cognitive aspects of ‘self’. Regulation was primarily concerned with students’ behaviors and the ability to selfcontrol impulses, cease unwelcomed behaviors, and move towards more acceptable behaviors (autism.net, 2015). Positive effects of this movement intervention demonstrated less student anxiety, improved focus, improved communication, and decreased perseverating activities.