title: Cycling for students with ASD: self-regulation promotes sustained physical activity.
abstract: Individuals with autism often lack motivation to engage in sustained physical activity. Three adolescents with severe autism participated in a 16-week program and each regularly completed 30 min of cycling at the end of program. This study investigated the effect of a self-regulation instructional strategy on sustained cycling, which included self-monitoring, goal setting, and self-reinforcement. Of particular interest was the development of self-efficacy during the physical activity as a mediator of goal setting. A multiple baseline changing criterion design established the effectiveness of the intervention. The results suggest that self-regulation interventions can promote sustained participation in physical activity for adolescents with severe autism.
authors.affiliation: Adapted Physical Education Department, California State University, Chico, CA, USA.
authors.forename: Teri
authors.initials: T
authors.lastname: Todd
authors.forename: Greg
authors.initials: G
authors.lastname: Reid
authors.forename: Lynn
authors.initials: L
authors.lastname: Butler-Kisber
mesh_terms: D000293:Adolescent; D001321:Autistic Disorder / Q000534:rehabilitation*; D001642:Bicycling; D002648:Child; D005260:Female; D006040:Goals; D006801:Humans; D008297:Male; D011597:Psychomotor Performance / Q000502:physiology; D020377:Self Efficacy