Implementation of BST resulted in improvements in discrete tackling steps and a reduction in tackles that were led with the head. In the only extant peer-reviewed example, Tai and Miltenberger ( 2017) utilized BST to teach correct tackling procedures. More recently, researchers have evaluated behavioral skills training (BST) as a less resource-intensive procedure for promoting target recreational skills. Although effective, these procedures require training and resources that may not be readily available in all settings.
Barriers to engagement in activities for individuals with ASD may include social deficits and a lack of requisite motor skills (e.g., Provost, Lopez, & Heimerl, 2007).Īs a means of promoting the acquisition of motor skills needed for physical recreational activities, procedures such as video modeling and visual and auditory feedback (e.g., Eriksson, Halvorsen, & Gullstrand, 2011) have been utilized. Despite a host of positive benefits of engaging in physical recreational activities, researchers report low levels of engagement in physical recreation for individuals with disabilities such as autism spectrum disorder (ASD Memari et al., 2015), likely contributing to individuals with ASD experiencing higher rates of adolescent obesity than peers without a diagnosis (Phillips et al., 2014).
Researchers have also documented nonphysical positive effects of recreation, finding participation to be associated with a decrease in inappropriate behaviors and an increase in interactions with peers (e.g., Schleien, Heyne, & Berken, 1988). Participation in physical recreational activities has a myriad of physical benefits for individuals with disabilities, such as improving mobility, physical functioning, and overall well-being (Murphy & Carbone, 2008).
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