ABSTRACT
A developmental link may exist between motor development and social interactions. Teachers may ask why they should focus on physical activity and movement in their classrooms for students with autism spectrum disorder (ASD). Motor skills are not included in the diagnostic criteria, but many children with ASD have significant motor delays. Children with ASD also tend to be less active than their typically developing peers throughout the school day and may have gross motor delays. Some of this inactivity may be related to how common characteristics of ASD intersect with the profile for movement opportunities during the school day. In general, the hope is that children with ASD will be more likely to engage with their peers in activities on the playground or in organized activities during school, if teachers create focused opportunities for physical activity and motor development. Children with ASD benefit from consistency; therefore establishing clear routines and procedures will be beneficial.
