Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM

The Benefits of Physical Activity for Workers with Autism

Signature Assignment
Rachael Sotelo
Dr. Hesse
PPE 310
Arizona State University

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
2
The Benefits of Physical Activity for Workers with Autism.
As a mother of a special needs child and an educator to children with autism, choosing to
focus on the benefits of physical activity for workers with autism was a no brainer. Autism is a
condition characterized by a variety of symptoms, however many individuals with autism have
difficulty with social interactions, communicating, and forming relationships. To combat these
symptoms, there are several types of therapies, such as physical, speech, and occupational, but
people with autism still live with symptoms that keep them from living simple lives. As one can
imagine, an adult with these symptoms may have a harder time finding work, but with physical
activity, adults are given an opportunity to engage with others on levels they normally do not.
One of the most effective treatments for autistic people is exercise. Studies show that vigorous
or strenuous exercise is associated with decreases in stereotypic (self-stimulatory) behaviors,
hyperactivity, aggression, self-injury, and destructiveness. Vigorous exercise means a 20-minute
or longer aerobic workout, 3 to 4 days a week (Edelson, n.d.). With physical activity in a work
routine, an adult with autism may now have the opportunity to be a part of the workforce safely
and effectively.
Literature Review
Article: Enhancing Job-Site Training of Supported Workers with Autism: A Reemphasis
on Simulation. This research article focused on job site and simulation training for workers with
autism. Several workers were either trained with on-site job training, or job-site training
simulations. The purpose of this research was to find if particular trainings would result in
learning a higher set of on the set skills. The training program took place in a classroom with
four part time employees with either autism, or severe or profound mental retardation. Trainings
were conducted using signs, gestures, and leading support personnel to desired objects (the

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
3
majority of the participants had severe hearing loss). The job site training is more effective when
used with simulation training for workers with autism.
Article: Fixing the mirrors: A Feasibility Study of the Effects of Dance Movement
Therapy on Young Adults with Autism Spectrum Disorder. The purpose of this study was to
increase body awareness, social skills, self-other distinction, empathy, and well-being through
dance movement therapy with 31 young adults with autism spectrum disorder. All participants
had to be older than 16 years old, the majority of the participants were high functioning, and a
dance movement professional lead all sessions. Each session consisted of a 10 minute warm-up,
15-20 minutes of a dyadic movement, 20 minutes of baum circle, and a 10-15 minute verbal
processing reflection. This research conducted that dance movement in adults with autism can be
an effective form of treatment and lead to an improvement in body awareness and even social
skills.
Article: Working with an Adult Male with Down's Syndrome, Autism and Challenging
Behavior: Evaluation of a Program of Staff Support and Organizational Change. The purpose of
this study was to help service workers find common ground with special needs customers. In this
case, a man with both Downs Syndrome and autism. Staff communication and implementing
care programs to better experiences in day facilities was the primary focus. The methods used
included educating staff, staff discussions regarding the specific customers care, formulation of
new care plans, structures plans to focus on the clients needs in terms of behavior and anxiety.
The results in this study concluded that the client had more positive experiences than negative
through the strategies and methods used.

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
4
Article: Employment Activities and Experiences of Adults with High-Functioning Autism
and Aspergers Disorder. The purpose of this article brought to light the competitive and
extremely difficult realization that adults with autism have a much harder time finding and
maintaining job security. Specific challenges and duties have prevented opportunities for people
on the spectrum. The methods used included 313 adults from Australia with autism participated
in this study. They were asked a series of questions and to go into detail if any of the questions
were answered with a yes. Along with answering questions about their experiences, they were
also asked to provide previous and present employment information. The results in this study
concluded that these working adults with autism were either overqualified for their current job
positions or likely gained knowledge through on the job training.
Practical Implications
Autism is a set of heterogeneous neurodevelopmental conditions, characterized by earlyonset difficulties in social communication and unusually restricted, repetitive behavior and
interests Creation of a supportive environment that accepts and respects that the individual is
different is crucial (Lai, M., Lombardo, M. V., & Baron-Cohen, S. (2014). As a mother of a
special needs child and an instructional assistant in a self-contained autism classroom, a plan to
help students be successful in their future endeavors is not only a life skill, it is a desirable norm.
Workplace environments can be difficult with adults who have autism, especially if they have a
movement disorder. My plan for implementation includes providing a work readiness workshop
for the older students in the autism program at my school. Not only will they have the
opportunity to get real life opportunities to work on projects around the school, such as helping
the janitorial or cafeteria staff, but they will understand how to function in work environments.
Through a series of workshops, students who have movement disorders and need physical

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
5
activity will learn how to cope with movement in a potential workplace by using their current
occupational therapy techniques. This plan can not only be used throughout the lives of these
students, but it will enhance the work life of an adult with autism.
While in the classroom, I will have the opportunity to present students with an
understanding of movement and why it is important to control their bodies. Through proper
control and movements, the students will apply their knowledge and practice of occupational
therapy skills to work against barriers in the workplace. My event plan will consist of involving
as many students who are willing to participate, both special needs and students from the general
education population. Promoting job independence for all students is ideal, but when people of
all walks of life can relate and accept others who are different, promotion of job independence
will help the overall plan and make it reality. Once I have brought enough students to participate
in this event workshop, I would like to incorporate opportunities for students to gain real life
experiences in places of business. This plan can be executed after the initial workshop has come
to a close, and local community businesses are willing and able to take on interns to learn new
trades. Participants will be able to conduct themselves in a professional work environment, as
well as practice their occupational therapy in times of need. Not only will they be preparing
themselves, but they are spreading awareness to the community.
Currently, this plan will be offered to the high school students who are willing to
participate in the work readiness workshop with an emphasis in special needs preparedness and
how movement disorders can be combated through beneficial movements. I can modify this plan
for younger students as well by conducting moments of opportunity throughout the school day.
This includes teaching students how to use life skills to excuse themselves to use therapeutic
movements in times of need, or even how to use therapeutic skills using everyday material

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
6
objects. Students can place two tennis balls on the feet of their chairs to promote a rocking
motion they need to feel, or even squeeze or bounce on stress balls instead of sitting on a normal
chair. There are plenty of tools to use to modify this plan for younger students who are not able
to participate in the work readiness workshop, and still present and engage the older students in
the workshop.
Project SEARCH recently demonstrated efficacy at helping youth with ASD transition
from high school to finding employment. However, research developing adult-based services to
help individuals obtain competitive employment appears to be much more limited. A common
gateway to obtaining competitive employment is the job interview, but this experience may be a
significant barrier for individuals with Autism Spectrum Disorder (Smith, M. J., Ginger, E. J.,
Wright, K., Wright, M. A., Taylor, J. L., Humm, L. B., Fleming, M. F. (2014). Several details
come together to make a plan like Project SEARCH possible. I have focused on marketing,
funding, work proposals, family and community involvement, engagement, and a variety of
miscellaneous ideas to bring the plan together:
Marketing- Through spreading awareness and knowledge about autism and the benefits of
physical activity and movements, students, school staff, and community members will be aware
of the positive implications the workshop may present through the use of school memos, e-mails,
posters, newsletters, and overall proposal at the upcoming monthly school assembly.
Funding- Funding for marketing will be accessible by using school supplies and workroom
materials. Students may also participate in the creation of posters to hang around the school, and
the workshop leader will create the memos, e-mails, and newsletters. Business experience
opportunities are strictly internships, and participating businesses will receive free advertisement

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
7
as well. Donations and a Penny Drive will include students and community members donating
to help fund extra costs.
Work Proposals- I would like to propose physical activity breaks for staff members to
encourage and promote the importance of physical activity throughout the workday. Along with
these breaks to promote the workshop and overall health, I would like to suggest a sensitivity
meeting for staff members to update them on movement disorders, and what to expect from the
students with autism at the school. This one time meeting will also help teachers provide their
students with important information as well.
Family and Community Involvement- Involving family members and the community will help
spread awareness and acceptance both inside and out of the workplace.
Engagement- Focusing on particular areas of need in the workshop for all involved will help all
participants feel included and focused. Healthy snack and movement breaks will be scheduled
and encouraged to all participants.
Miscellaneous- Recognition to all who support and deliver results is gladly distributed through
appreciation cards, praise, and coupon rewards provided for free by the school.
Workplace opportunities and acceptance should be granted to all. Individuals with autism
who have movement disorders are capable of success, and can deliver optimal results. By using
knowledge and safe therapeutic physical activity, the students I work with can become working
adults who manage and conduct themselves successfully and professionally. This workshop will
give them the motivation to do just that.
Synthesis of Current Literature

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
8
The research papers I chose for my literature review were a combination of different
aspects of what is it like for adults with autism in the working world. Not only do work
conditions and personal capabilities play a part in the work force for these adults, but for many
individuals with autism, their movement disorders present challenges that are sometimes hard to
face. The research papers I focused on had different conclusions, because they are touched on
different ways in which autism affects people, but also how the work force affects people with
autism.
Based on the overall differing themes of the research papers, it was discovered that
autism and the work force is a very vague topic to conduct research on. My research and data
collected however, concludes that my healthy and active community plan to explore and
recognize the benefits of physical activity for individuals with autism will indeed engage the
public. My community and workplace environment will be successful in introducing physical
activity to workers, with or without disabilities when awareness is made evident.
Conclusion
Children with autism may function, behave and think in unique ways or in unique
manners, but they are quite capable of being a part of the workforce when they so choose. If
physical activity is offered and encouraged in a series of ways, adult workers with movement
disorders may benefit greatly, in turn benefiting the corporation they work for. For example, the
young Starbucks barista with autism that became virally famous habitually promotes physical
activity in his workplace through safe dance movements. If other adults with autism can perform
some form of physical activity whether it is dancing, or using a therapy ball to sit on at work,
they can soothe their sensory sensations and successfully get through a work day. Although 68

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
9
% of working-age Americans without disabilities participate in the workforce, only 35 % of
young adults with autism or Intellectual Disabilities (ID) obtain paid employment within 8 years
of exiting high school (Gilson, C. B., & Carter, E. W. (2016). It is my plan to develop a series of
workshops that promote physical activity and real life work experience, to engage and prepare
students to use while in the workforce. With awareness and acceptance from school staff, peers,
parents and family members, and of course the community, the workshops can be valuable for
not just the students, but to the people these students will one day work with. Over time, my
hope for this program is that it becomes mandatory for all students to participate in. I would like
to come back to the school five years from now and see students working together, creating
opportunities, and having a sense of awareness and appreciation for the different types of
physical activity in the workplace.

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
10
APPENDIX A: Statistics- To be used for workshop flyers

APPENDIX B: Awareness- To be used for workshop posters

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
11
APPENDIX C: Moving Beyond Acceptance- To be used in workshop emails

APPENDIX D: Real Life Success Story- To be shared during opening workshop

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
12
References
Appendix A. [Digital Image]. (April 21, 2015). Retrieved from
http://drexel.edu/now/archive/2015/April/Autism-Indicators-Young-Adult-Transition/
Appendix B. [Digital Image]. (July 2, 2014). Retrieved from
http://pt.slideshare.net/wajeehazafar35/autism-spectrum-disorder-and-stereotypicmovement-disorder/5?smtNoRedir=1
Appendix C. [Digital Image]. (n.d.). Retrieved from https://www.tremr.com/sandybones/autismis-not-a-disease
Appendix D. [Digital Image]. (January 24, 2016). http://www.mirror.co.uk/news/worldnews/inspirational-teenager-autism-finds-internet-7238533
Edelson, S. M., Dr. (n.d.). Physical Exercise and Autism. Retrieved from
https://www.autism.com/treating_exercise
Gilson, C. B., & Carter, E. W. (2016). Promoting Social Interactions and Job Independence for
College Students with Autism or Intellectual Disability: A Pilot Study. Journal of Autism
and Developmental Disorders, 46(11), 3583-3596. doi:10.1007/s10803-016-2894-2
Koch, S. C., Mehl, L., Sobanski, E., Sieber, M., & Fuchs, T. (2015). Fixing the Mirrors: A
Feasibility Study of the Effects of Dance Movement Therapy on Young Adults with
Autism Spectrum Disorder. Autism : The International Journal of Research and Practice,
19(3), 338-350. doi:10.1177/1362361314522353
Lai, M., Lombardo, M. V., & Baron-Cohen, S. (2014). Autism. Lancet (London, England),
383(9920), 896-910. doi:10.1016/S0140-6736(13)61539-1

Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR WORKERS WITH AUTISM
13
Lattimore, L. P., Parsons, M. B., & Reid, D. H. (2006). Enhancing Job-Site Training of
Supported Workers with Autism: A Re-emphasis on Simulation. Journal of Applied
Behavior Analysis, 39(1), 91-102. doi:10.1901/jaba.2006.154-04
Newman, D. W., Summerhill, L., Mosley, E., & Tooth, C. (2003). Working with an Adult Male
with Down's Syndrome, Autism and Challenging Behaviour: Evaluation of a Programme
of Staff Support and Organizational Change. British Journal of Learning Disabilities,
31(2), 85-90. doi:10.1046/j.1468-3156.2003.00227.x
Smith, M. J., Ginger, E. J., Wright, K., Wright, M. A., Taylor, J. L., Humm, L. B., Fleming, M.
F. (2014). Virtual Reality Job Interview Training in Adults with Autism Spectrum
Disorder. Journal of Autism and Developmental Disorders, 44(10), 2450-2463.
doi:10.1007/s10803-014-2113-y
Warren, A., Costley, D., & Baldwin, S. (2014). Employment Activities and Experiences of
Adults with High-Functioning Autism and Asperger's Disorder.(ORIGINAL PAPER).
Journal of Autism and Developmental Disorders, 44(10), 2440. doi:10.1007/s10803-0142112-z