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Motivating Children with Autism Spectrum Disorder in Gross Motor-Skill Assessments

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Title: Motivating Children with Autism Spectrum Disorder in Gross Motor-Skill Assessments
Language: English
Authors: Case, Layne, Schram, Bridgette, Yun, Joonkoo (ORCID 0000-0002-5144-7318)
Source: Journal of Physical Education, Recreation & Dance. 2019 90(4):32-38.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2019
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Student Motivation, Autism, Pervasive Developmental Disorders, Students with Disabilities, Psychomotor Skills, Performance Tests, Motivation Techniques, Physical Education, Self Determination
DOI: 10.1080/07303084.2019.1568933
ISSN: 0730-3084
Abstract: Assessment is the foundation of providing appropriate services and developing effective lesson plans for physical education. If assessment results do not truly represent a child's ability level, the physical education experience for that student may be less meaningful. This can be a concern for students with autism spectrum disorder (ASD) who may not understand or have an interest in the rigid structure of standardized motor assessments. Recent research has focused on improving communication during gross motor-skill assessment to improve skill performance among children with ASD. In order to further increase the accuracy of movement skill assessments for students with ASD, however, it is important that teachers and professionals also address a student's motivation to participate. If the student with ASD is motivated to participate in the assessment, the student will be more interested in and perform the skill better. The purpose of this article is to provide strategies to increase motivation during gross motor-skill assessments in order to improve accuracy and knowledge of the student's movement capabilities. Strategies for how physical educators can increase motivation will be presented, including getting to know the student, making the assessment fun, and providing choices.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1211386
Database: ERIC
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  Value: <anid>AN0135801216;erd01apr.19;2019Apr10.07:03;v2.2.500</anid> <title id="AN0135801216-1">Motivating Children with Autism Spectrum Disorder in Gross Motor-skill Assessments </title> <p>Assessment is the foundation of providing appropriate services and developing effective lesson plans for physical education. If assessment results do not truly represent a child's ability level, the physical education experience for that student may be less meaningful. This can be a concern for students with autism spectrum disorder (ASD) who may not understand or have an interest in the rigid structure of standardized motor assessments. Recent research has focused on improving communication during gross motor-skill assessment to improve skill performance among children with ASD. In order to further increase the accuracy of movement skill assessments for students with ASD, however, it is important that teachers and professionals also address a student's motivation to participate. If the student with ASD is motivated to participate in the assessment, the student will be more interested in and perform the skill better. The purpose of this article is to provide strategies to increase motivation during gross motor-skill assessments in order to improve accuracy and knowledge of the student's movement capabilities. Strategies for how physical educators can increase motivation will be presented, including getting to know the student, making the assessment fun, and providing choices.</p> <p> <bold>One in 68 children in the United States is diag</bold>nosed with autism spectrum disorder (ASD; [<reflink idref="bib8" id="ref1">8</reflink>]). As a result, there is a strong likelihood that physical educators will have students with ASD in their classrooms. In fact, based on a random national sample of general physical educators, [<reflink idref="bib3" id="ref2">3</reflink>] reported that 58 percent of teachers taught one to five students with ASD, while 21 percent taught six to 10 students with ASD in their physical education (PE) classes in recent years. These statistics align with a recent focus in the literature regarding the assessment of PE-related skills (e.g., gross motor skills) in children with ASD ([<reflink idref="bib1" id="ref3">1</reflink>]; [<reflink idref="bib6" id="ref4">6</reflink>]; [<reflink idref="bib20" id="ref5">20</reflink>]).</p> <p>Children with ASD are known to have delays and deficits in gross motor development and performance ([<reflink idref="bib21" id="ref6">21</reflink>]; [<reflink idref="bib23" id="ref7">23</reflink>]; [<reflink idref="bib25" id="ref8">25</reflink>]). However, some studies have suggested that lower levels of performance may be due to inappropriate assessment methods and that modifications may be necessary ([<reflink idref="bib6" id="ref9">6</reflink>]; [<reflink idref="bib20" id="ref10">20</reflink>]). For example, studies examining the effects of visual supports for gross motor assessments have found that picture task cards and picture activity schedules can increase understanding and subsequently improve gross motor-skill scores ([<reflink idref="bib6" id="ref11">6</reflink>], [<reflink idref="bib7" id="ref12">7</reflink>]; [<reflink idref="bib20" id="ref13">20</reflink>]). [<reflink idref="bib5" id="ref14">5</reflink>] also provided strategies (e.g., peer buddies) designed to improve the overall convenience, administration and communication of assessments with children with ASD.</p> <p>Assessment results are a function of both the quality of the measurement instrument and the people involved ([<reflink idref="bib13" id="ref15">13</reflink>]). The instrument must be well developed and calibrated in order to generate accurate measurements, and examiners must be knowledgeable and well prepared to administrate the test. It is also important that the child gives his or her best effort while performing the tasks in order to obtain the most accurate measurements possible. [<reflink idref="bib13" id="ref16">13</reflink>] suggested that attention, comprehension and effort are assumptions of all assessments and prerequisite behaviors that must be addressed. While all three components are important, studies that have addressed measurement among children with ASD have primarily focused on adaptation strategies that improve the comprehension of the assessment tasks (e.g., visual supports; [<reflink idref="bib1" id="ref17">1</reflink>]; [<reflink idref="bib6" id="ref18">6</reflink>]; [<reflink idref="bib20" id="ref19">20</reflink>]) and/or the psychometric properties of an instrument ([<reflink idref="bib1" id="ref20">1</reflink>]). For example, [<reflink idref="bib1" id="ref21">1</reflink>] demonstrated that a visual support protocol of the Test of Gross Motor Development-3 ([<reflink idref="bib1" id="ref22">1</reflink>]), a widely used gross motor-skill assessment within physical education, shows evidence of validity and reliability for measuring gross motor performance and may facilitate task understanding for children with ASD. These studies have provided substantial evidence for improving the methods and outcomes of gross motor assessments with children with ASD. However, without considering attention and effort within assessments, they leave out an essential feature — motivation.</p> <p>Graph</p> <p>Motivation is an important part of an accurate assessment. An assumption of assessment entails that the individuals being assessed are exerting maximal effort during the tasks ([<reflink idref="bib13" id="ref23">13</reflink>]). This may be a problematic assumption for children with ASD, who may appear unmotivated during activities they are not interested in ([<reflink idref="bib18" id="ref24">18</reflink>]; [<reflink idref="bib19" id="ref25">19</reflink>]). This issue has been documented since as early as the 1960s ([<reflink idref="bib22" id="ref26">22</reflink>]), with more recent studies examining how to increase engagement of children with ASD during assessments through manipulating motivation variables (e.g., choice, natural reinforcement; [<reflink idref="bib18" id="ref27">18</reflink>]; [<reflink idref="bib30" id="ref28">30</reflink>]). Without appropriately addressing this issue, an assessment in which the child is unmotivated or uninterested could potentially yield results that underestimate the child's movement abilities and bring about subsequent negative consequences. For example, if students are uninterested in the assessment tasks, they may engage in off-task behavior or perform the skill at a level below their full potential. Both of these scenarios could ultimately result in inappropriate service placement and, consequently, hinder future learning. Alternatively, addressing the motivation to participate fully could provide results that more accurately capture a child's abilities and therefore lead to more appropriate intervention.</p> <p>It is the opinion of the authors that addressing motivation within assessments will support physical educators, including general physical education (GPE) and adapted physical education (APE) teachers, in obtaining accurate measurements of the child's movement abilities, and it will contribute to the child's quality of participation during the assessment. Therefore, the purpose of this article is to provide creative strategies for physical educators related to motivating children with ASD to perform the movement skills included in assessments. Unique considerations and practical strategies that relate to increasing motivation in children with ASD of elementary school age during gross motor assessments will be provided as examples.</p> <hd id="AN0135801216-2">Motivational Strategies</hd> <p>The self-determination theory (SDT) is a popular theory of motivation that has been used to understand children's motivation to participate in physical education ([<reflink idref="bib15" id="ref29">15</reflink>]), as well as the physical activity behavior of individuals with ASD ([<reflink idref="bib12" id="ref30">12</reflink>]). The central tenets of the SDT explain that behavior can be influenced by external factors, and motivation evolves as an individual's three basic needs of relatedness, competence and autonomy are met ([<reflink idref="bib9" id="ref31">9</reflink>]). Relatedness refers to the degree to which an individual feels connected to others and to their surrounding environment, competence refers to a person's ability to complete tasks, and autonomy refers to an individual's ability to make their own choices. Fulfillment of these needs has the potential to influence an individual's motivation to engage in target behaviors ([<reflink idref="bib9" id="ref32">9</reflink>]; [<reflink idref="bib15" id="ref33">15</reflink>]).</p> <p>Graph</p> <p>Consistent with the tenets of the SDT, there are multiple ways to increase the motivation of children with ASD during assessments. To start, [<reflink idref="bib17" id="ref34">17</reflink>] emphasized that understanding a child's behaviors can help an examiner limit variables that may interfere with attention, such as stereotypic self-talking, and instead introduce motivating factors into standardized assessments, such as permitting self-talking during testing breaks. This aligns with the SDT construct of relatedness and demonstrates that a connection between the examiner and the child could increase a child's motivation to participate. [<reflink idref="bib30" id="ref35">30</reflink>] similarly demonstrated that incorporating a child's interests into an assessment can produce motivation to participate in the assessment tasks. This relates to the SDT component of competence and indicates that children may be more motivated to participate and demonstrate their abilities when they personally value the task. [<reflink idref="bib18" id="ref36">18</reflink>] also found that including specific motivating variables, such as choice and natural reinforcers, in educational tasks improved interest as well as the subsequent performance of children with ASD ages four to seven years old. This aligns with the SDT construct of autonomy and the concept that allowing a child to make choices may increase motivation to participate. Based on this literature, three practical strategies that relate to increasing motivation in children with ASD during gross motor-skill assessments will be discussed: (<reflink idref="bib1" id="ref37">1</reflink>) getting to know the child, (<reflink idref="bib2" id="ref38">2</reflink>) making the assessment enjoyable and interesting, and (<reflink idref="bib3" id="ref39">3</reflink>) increasing autonomy by providing choice.</p> <p> <emph>Get to Know the Student.</emph> Getting to know a student can provide valuable insight for physical educators. Just as important, the child with ASD can get to know and build trust with the teacher, which can influence assessment participation. In fact, [<reflink idref="bib17" id="ref40">17</reflink>] noted that children with autism might display less interest in a task when working with an examiner who is unfamiliar with the child, even when the professional is highly skilled in the area. Consequently, an unfamiliar examiner or underdeveloped relationship could potentially hinder a child's participation in an assessment.</p> <p>Building a relationship with a student with ASD will also allow a physical education teacher to personalize the assessment environment. A physical educator will be able to know what and when to adapt by learning the child's interests, strengths and challenges ([<reflink idref="bib4" id="ref41">4</reflink>]). For example, based on what is learned about the student, the teacher may be able to make adjustments to the way he or she interacts with the student, modify the environment, align the assessment with the specific needs and/or interests of the student, and introduce meaningful rewards. One strategy that a teacher can use to initially get to know a student with ASD is to conduct a "get to know me" activity. This activity can be completed in class or sent home with the student, and it can be a great way for not only the physical educator to learn about the students with ASD, but the entire class as well.</p> <p>Communication with others involved with the student, such as special education teachers, paraeducators and parents, can also be helpful in getting to know the student with ASD. In fact, collaboration between parents and teachers is important and can have a positive impact on student achievement and behavior ([<reflink idref="bib26" id="ref42">26</reflink>]). Individualized education program (IEP) meetings and back-to-school nights may also be great opportunities to meet parents and to ask questions related to the learning and communication preferences of their child. Table 1 shows examples of questions that can be asked in order to inform the way an examiner works with the student with ASD ([<reflink idref="bib4" id="ref43">4</reflink>]). These questions, which address a child's communication preferences, unique characteristics, and personal relationships, will allow a physical educator to personalize assessment strategies in order to make the child more motivated to participate and interested in the tasks (see Table 2). For example, a physical educator may discover his student with ASD loves colors and uses visual supports in another class and therefore chooses to utilize a variety of different-colored balls and picture task cards during assessments. [<reflink idref="bib5" id="ref44">5</reflink>] provided additional ideas and guidelines for areas such as language, attire and environment when conducting motor assessments with children with ASD that may allow for further personalization for students. Their ideas include but are not limited to using two to three word commands, wearing familiar clothing on assessment day, and removing child-specific distractions within the testing environment ([<reflink idref="bib5" id="ref45">5</reflink>]).</p> <p>Table 1. Questions to Ask to Get to Know Your Student</p> <p> <ephtml> <table><tbody><tr><td><italic>Communication Preferences</italic></td></tr><tr><td>What types of visual support strategies does the student use, if any? How does the child prefer to express how he or she feels or what he or she knows? (e.g., words, pictures, physical)</td></tr><tr><td><italic>Unique Characteristics</italic></td></tr><tr><td>Are there any important sensory needs that I should be aware of? What motivates or excites the child? What challenges does the student have in a classroom or learning environment?</td></tr><tr><td><italic>Relationship Building</italic></td></tr><tr><td>What are the child's top three favorite things? What is the child's biggest strength?</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Examples of Personalized Assessment Modifications</p> <p> <ephtml> <table><thead><tr><td>Student Characteristic</td><td>Assessment Modification</td></tr></thead><tbody><tr><td><italic>Communication Preferences:</italic></td></tr><tr><td>Uses PECS or schedules in the classroom</td><td>Integrate familiar supports into assessment</td></tr><tr><td><italic>Unique Characteristics:</italic></td></tr><tr><td>Has difficulty focusing or sitting still Likes to have control</td><td>Provide room for pacing or fidgeting Provide schedule or choices of skills</td></tr><tr><td><italic>Relationship Building</italic></td></tr><tr><td>Loves numbers Likes to work in teams</td><td>Incorporate counting into assessment skills Use group or buddy assessments</td></tr></tbody></table> </ephtml> </p> <p>Observations of the student within PE and other classroom settings can also be beneficial for gathering information ([<reflink idref="bib10" id="ref46">10</reflink>]; [<reflink idref="bib17" id="ref47">17</reflink>]). Observing the child's preferred activities, behavior antecedents and consequences, interactions with other students and/or professionals, and reactions to specific sensory stimuli can provide valuable details that inform how to best work with each student. Taking specific notes during or directly after class is helpful for recalling the observations that were made. Detailed examples of different types of observations, including anecdotal records and antecedent-behavior-consequence (ABC) analyses that can be made when gathering information and setting up assessment environments for children with ASD, can be found in other literature (e.g., [<reflink idref="bib10" id="ref48">10</reflink>]).</p> <p> <emph>Make the Assessment Enjoyable and Interesting.</emph> The next set of strategies involves adding fun and interest to the assessment environment. In a recent study of a nationally representative sample of children with disabilities, enjoyment was indicated as a key component of a student's engagement in physical activity ([<reflink idref="bib14" id="ref49">14</reflink>]). Furthermore, research has suggested that incorporating a child's interests into learning and assessment can improve performance and assessment participation ([<reflink idref="bib27" id="ref50">27</reflink>]; [<reflink idref="bib30" id="ref51">30</reflink>]) and may provide opportunities for children with ASD to express capabilities they otherwise may not show ([<reflink idref="bib11" id="ref52">11</reflink>]). For example, [<reflink idref="bib30" id="ref53">30</reflink>] found that the inclusion of a child's chosen interests enhanced the cooperation of a child with ASD during her participation in the Bayley Scales of Infant Development-2, a standardized developmental assessment. The standardized procedures were followed as closely as possible, but the child's specific interests and familiar structure were integrated into the assessment activities. The modifications increased the child's motivation to participate and allowed her to demonstrate her skills and knowledge of the assessment content. Although other professionals had labeled the child as "untestable" in previous assessment attempts, information about her existing abilities could now be collected due to the incorporation of her interests and motivating factors into the assessment.</p> <p>Although the notion that increasing interest and fun will improve motivation may seem intuitive, this can be challenging for examiners given the rigid structure of standardized assessments and the potential lack of interest of students with ASD in physical activity environments. One strategy to incorporate fun into assessment is to relate the involved tasks and environment to the child's interests. Many students with ASD may have particular or intense interests ([<reflink idref="bib2" id="ref54">2</reflink>]) that can often be motivating to the student. For a child who loves Pokémon, for example, provide contexts for him to include Pokémon into the activities. This can involve throwing "Poké balls" to his partner, taking turns naming favorite Pokémon while engaging in reciprocal ball activities, or chasing Pokémon while performing various locomotor skills. In such situations the examiner can observe and assess the skill performance as usual.</p> <p>Students can also be prompted to use preferred objects as an alternative for balls (for object-control skills) in order to make tasks more relevant and exciting. Examiners can use favorite stuffed animals to throw or kick at targets or can present an object as something that better aligns with a student's interest, such as imagining that a baseball bat is a light saber. Creatively theming locomotor movements to relate to the child's specific motivating interests or fixations can be fun for both the student with ASD and the physical educator. For example, if the child with ASD loves dinosaurs, prompt the child to imagine that each locomotor movement corresponds with a different dinosaur, such as "run fast like a velociraptor" or "slide away from a T-Rex." It is important to note that these modifications may deviate from standardized assessment protocols and may be better suited for informal assessment environments. Physical educators should therefore note if and how they used any supports or additional strategies during formal assessments. Additional examples of how student interests can be incorporated into the assessment of various gross motor skills can be found in Table 3.</p> <p>Table 3. Examples of How an Examiner Can Incorporate Student Interests and Motivators into Gross Motor-skill Assessments</p> <p> <ephtml> <table><thead><tr><td>General Modifications</td></tr><tr><td>Locomotor</td><td>Object Control</td></tr></thead><tbody><tr><td>Obstacle courses that naturally prompt skills Themed obstacle courses (e.g., dinosaur course) Themed or locomotor tag games Locomotor skills toward an interest or reward (e.g., slide to the water fountain) Locomotor skills into a pile of soft mats or cushions (e.g., run, skip, jump into a soft area) Competitive motivators (e.g., locomotor races) Paired/buddy activities</td><td>Categories Use of specific objects the child loves Child-preferred locations (e.g., poly spot, hallway) Obstacles or targets that prompt skills (e.g., building a block or cup tower and then rolling/kicking/striking a ball to knock it down) Utilizing skills when cleaning up (e.g., students can throw or kick the balls back to another classmate to put away)</td></tr></tbody></table> </ephtml> </p> <p>Table 3. Examples of How an Examiner Can Incorporate Student Interests and Motivators into Gross Motor-skill Assessments</p> <p> <ephtml> <table><thead><tr><td>Specific Skill Modifications</td></tr><tr><td>Assessment Skill (based on TGMD-3 skills)</td><td>Student Interest or Motivator</td><td>Modifications Aligned with Interests or Motivators</td></tr></thead><tbody><tr><td>Run</td><td>Miscellaneous</td><td>"Run away from ____!" or "Let's chase ______!"</td></tr><tr><td>Jump</td><td>Rain or water</td><td>"Jump all the way over the puddle!"</td></tr><tr><td>Hop</td><td>Dinosaurs</td><td>"The T-Rex stepped on your foot! Let's hop away!"</td></tr><tr><td>Two-handed strike</td><td>Star Wars</td><td>Imagine the bat or racket is a lightsaber or sword</td></tr><tr><td>Dribble</td><td>Miscellaneous</td><td>Dribble toward a preferred object, activity or reward</td></tr><tr><td>Catch</td><td>Minecraft</td><td>"Pretend the balls are rubies that you cannot drop!"</td></tr><tr><td>Overhand throw</td><td>Animals (e.g., dog)</td><td>Tape a poster of a preferred animal on the wall and prompt the child to throw the ball at it</td></tr></tbody></table> </ephtml> </p> <p>Rewards and reinforcers are also known to be effective for children with ASD and can increase excitement to complete the tasks at hand ([<reflink idref="bib18" id="ref55">18</reflink>]; [<reflink idref="bib31" id="ref56">31</reflink>]). Students can be rewarded for completing each skill, subtest or the entire assessment, based on the attention level of the child. Using equipment the student likes to play with, providing breaks for sensory activities that refocus the student, and giving rewards contingent on completing the assessment are all appropriate reinforcers. Examiners can also offer rewards that specifically aim to direct the child's attention to the assessment ([<reflink idref="bib17" id="ref57">17</reflink>]). For example, a student who loves to talk about his favorite topic can be rewarded with specific time to discuss that topic if and when he completes the assigned assessment tasks. Not only will this motivate the student to participate in the assessment while anticipating his reward, it will bring further attention to the current tasks by limiting distracting behaviors ([<reflink idref="bib17" id="ref58">17</reflink>]). Appropriate rewards may vary with each student's specific interests and may take time to be identified. It is important to be mindful, however, of avoiding any rewards that contradict completing the assessment. Giving the child time to lie down or to play a video game in the middle of the assessment, for example, may make it challenging to motivate the child to return to the task.</p> <p> <emph>Give the Child Autonomy by Providing Choice.</emph> As with most individuals, children with ASD may be more interested in and more inclined to engage in a particular task if they are the ones deciding to do so. One strategy commonly used to increase the engagement of individuals with ASD is to provide choice ([<reflink idref="bib16" id="ref59">16</reflink>]; [<reflink idref="bib24" id="ref60">24</reflink>]; [<reflink idref="bib28" id="ref61">28</reflink>]). If the student is given the option to choose certain aspects of the assessment, he may feel more motivated to perform the task because he made his own decision as opposed to being told what to do ([<reflink idref="bib18" id="ref62">18</reflink>]; [<reflink idref="bib30" id="ref63">30</reflink>]). Providing the child with choice is also commonly used to keep a child on task or from engaging in disruptive behaviors ([<reflink idref="bib16" id="ref64">16</reflink>]; [<reflink idref="bib24" id="ref65">24</reflink>]). Choice can therefore be introduced into the assessment at any time, including from the start or if and when necessary for behavior management.</p> <p>One way in which a physical educator can provide choice is to involve the student in creating the schedule of the assessment tasks. For example, while administering the Test of Gross Motor Development-3 ([<reflink idref="bib1" id="ref66">1</reflink>]), the examiner can ask the student if she wants to perform "locomotor or ball skills" first, or "run or gallop," or "catch or dribble." Once the student chooses a particular skill, the examiner can continue the standard protocol by demonstrating the skill and then prompting the student to take her turn. After each skill is performed and assessed the student can choose the next skill. Teachers can also provide opportunities for choice to the entire classroom ([<reflink idref="bib16" id="ref67">16</reflink>]), such as setting up stations with multiple activities to choose from or allowing the student(s) with ASD to choose a skill for the entire class. This can also create a more inclusive assessment setting and allow the teacher to assess multiple students at once.</p> <p>Other assessment components can also include choice. For example, the examiner can ask the student if he wants to use a red or green ball for dribbling. The examiner can also prompt the child to make up his or her own reward to work toward, or ask the student to choose between two teacher-chosen rewards. Choice in these aspects of the assessment may itself motivate the students to participate, given that the assessment is more personalized to what the student specifically wants or enjoys. Furthermore, choice can be implemented in many formats, such as verbally, visually with picture cards or lists, and by pointing, which allows for examiners to quickly and easily personalize choice for different students. An example of how an examiner can integrate student choice into an assessment can be seen in Figure 1.</p> <p>Graph: Figure 1. Example strategy to integrate choice into assessments</p> <hd id="AN0135801216-3">Unique Considerations</hd> <p>It is important to note that the strategies presented here may cause an examiner to deviate from standardized assessment procedures. Therefore, it is vital that the examiner considers the purpose of the assessment and uses the included strategies mindfully, without compromising the interpretation of a standardized assessment. Consider, for example, a gross motor-skill assessment of a student with ASD in APE. If the assessment is informal and intended to inform subsequent lessons and activities, as opposed to compare performance and make official decisions, multiple modifications can be made without consideration of potential changes to standardized assessment protocols. However, if the purpose of the assessment is to compare performance to set norms and determine if the student with ASD is eligible to exit APE services, then any strategies used should not interfere with the predetermined assessment protocol.</p> <hd id="AN0135801216-4">Conclusion</hd> <p>Assessment is an integral component of PE and can provide the groundwork for appropriate services, lesson plans, and the overall PE experience for children with ASD. It is therefore vital that the students' motivation and effort are considered and addressed during gross motor assessments. Getting to know the student and incorporating the child's interests and voice into the assessment can improve motivation to participate and can provide an opportunity for students to demonstrate their abilities in a familiar context, which may allow the examiner to obtain more accurate assessment results. Authentic or modified assessments that allow for deviations from inflexible procedures and that promote and reinforce participation may be a more appropriate alternative for children with ASD. The authors recommend that such assessments be explored, especially considering the high prevalence of ASD and the likelihood that physical educators will have students with ASD in their classrooms.</p> <hd id="AN0135801216-5">ORCID</hd> <p>Joonkoo Yun https://orcid.org/0000-0002-5144-7318</p> <ref id="AN0135801216-6"> <title> References </title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext> Allen, K. A., Bredero, B., Van Damme, T., Ulrich, D. A., & Simons, J. (2017). 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  Data: Motivating Children with Autism Spectrum Disorder in Gross Motor-Skill Assessments
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Case%2C+Layne%22">Case, Layne</searchLink><br /><searchLink fieldCode="AR" term="%22Schram%2C+Bridgette%22">Schram, Bridgette</searchLink><br /><searchLink fieldCode="AR" term="%22Yun%2C+Joonkoo%22">Yun, Joonkoo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5144-7318">0000-0002-5144-7318</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Physical+Education%2C+Recreation+%26+Dance%22"><i>Journal of Physical Education, Recreation & Dance</i></searchLink>. 2019 90(4):32-38.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Tests%22">Performance Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+Techniques%22">Motivation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink>
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  Data: 10.1080/07303084.2019.1568933
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  Label: ISSN
  Group: ISSN
  Data: 0730-3084
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Assessment is the foundation of providing appropriate services and developing effective lesson plans for physical education. If assessment results do not truly represent a child's ability level, the physical education experience for that student may be less meaningful. This can be a concern for students with autism spectrum disorder (ASD) who may not understand or have an interest in the rigid structure of standardized motor assessments. Recent research has focused on improving communication during gross motor-skill assessment to improve skill performance among children with ASD. In order to further increase the accuracy of movement skill assessments for students with ASD, however, it is important that teachers and professionals also address a student's motivation to participate. If the student with ASD is motivated to participate in the assessment, the student will be more interested in and perform the skill better. The purpose of this article is to provide strategies to increase motivation during gross motor-skill assessments in order to improve accuracy and knowledge of the student's movement capabilities. Strategies for how physical educators can increase motivation will be presented, including getting to know the student, making the assessment fun, and providing choices.
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      – SubjectFull: Pervasive Developmental Disorders
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