I Want Break! A Nod to My Athletes with Autism

I Want Break! A Nod to My Athletes with Autism

In following the theme of celebration in this issue of PSN, I thought it appropriate to discuss how much progress my athletes have made. Occasionally I will pull up some of their initial assessment videos (technology makes for a fine time machine) and marvel at the fact that Maxine can now attend to an activity for a full minute or that George has finally learned to squat without a full physical prompt. Sometimes it is important to appreciate the small daily victories.

During my most recent seminar I made the point that most of the fitness activities my athletes perform are remedial. We are boosting very basic skills (squatting, throwing, pushing, pulling, stabilizing, attending to a task for more than 3 seconds, etc.). If physical activity was more prevalent for the autism population, I explained, I could bring my “A” game. More complex exercises and activities, more creativity, more fun. Starting at the baseline of most individuals with autism, the goal is “merely” to build basic motor skills with some strength and stability, increase their tolerance to new tasks, and find something, anything movement-related that could be potentially enjoyable.

If I had to choose the phrase I hear the most in an average week, “I want a break” (spoken, signed, pointed-to on an icon) would have the high spot on the podium. As a contingency, following the Premack Principle, or the If/Then policy, all my athletes work for breaks. Some of them have really, really earned those breaks. Ten squats with a 20lb. Sandbell followed by 20 rope swings earns anyone a break. Some of them earn the break for developing the fortitude to stand on a pair of spot markers for more than two seconds and sustain attention. It’s all about the “continuum.”

We are all on the Life Continuum. We have different skills and abilities and the autism population is no exception, save for that the social, communicative, cognitive, and physical deficits often make it difficult to figure out exactly what they can and cannot do, particularly when set against the backdrop of what they will or won’t do. How do I know if my athlete can do a decent medicine ball chest throw if they do not have the adaptive skills to attend long enough for me to present them with the opportunity to throw the freakin’ ball?

But the neat thing is that over time, with the right programming, behavior support, and teaching strategies, my athletes have made remarkable progress, often surprising my expectations as well. For most of them, I can tell them how proud I am, but they may not stand in one spot long enough for me to deliver the entire message. I suppose I could do it in stages. Still, I can offer a break after they’ve completed the last rope swing or bear walk or hurdle hop or just stood around long enough to make eye contact. It’s a start. And once you have a start, opportunity arises.

Eric Chessen, M.S., YCS Eric Chessen, M.S. is the creator of the PAC Profile Assessment Toolbox, PAC Profile Workshop series, and consults with special needs programs around the world. Available on www.autismfitness.com

• Taking Personal Time for Ourselves Away from Autism
• Respite: Take a Break to Recharge
• Where’s the RESPITE?

This post originally appeared on our November/December 2012 Magazine