The Effects of a Video-Enhanced Schedule on Exercise Behavior
An iPad video schedule alone gets adolescents with autism to exercise on their own and stay on-task across new moves and places.
01Research in Context
What this study did
Torres et al. (2018) taught three adolescents with autism to follow an exercise routine. Each kid got an iPad that showed short exercise videos in order. Staff used gentle prompts only when needed. The team tracked how well each teen copied the moves and stayed on task.
The study ran a multiple baseline across the three teens. That means they started the iPad schedule at different times to be sure the tool, not luck, caused any change.
What they found
All three teens quickly learned to watch the video, copy the move, and wait for the next clip. On-task exercise behavior jumped as soon as the iPad was introduced. The kids kept using the schedule when new exercises and new rooms were added.
No extra rewards were needed. The videos themselves kept the teens engaged and moving.
How this fits with other research
Bassette et al. (2018) and Bassette et al. (2023) extend these results. They added phone apps, community gyms, and self-management cards. Their teens also learned exercise skills, but some needed extra prompts and reinforcement. The difference shows a plain iPad video works in a quiet room, while public gyms may need more supports.
Healy et al. (2018) meta-analysis pools 29 studies and agrees: physical activity packages give medium-to-large gains for youth with ASD. Torres’ single-case result sits inside that bigger positive picture.
Strang et al. (2017) conceptually replicate the iPad plus video idea, but for on-task desk work instead of exercise. Both studies find the same jump in engagement when kids control the video tool.
Why it matters
You can load four exercise clips onto any tablet tonight. Hand it to the teen, press play, and stand back. Most kids will copy the moves with almost no prompts, letting you run a quick movement break before seated work. The schedule also travels: try it in the hallway, gym, or backyard without starting over.
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02At a glance
03Original abstract
Research focusing on physical exercise and individuals with autism spectrum disorder (ASD) is limited. Activity- and video-enhanced schedules have successfully increased leisure, academic, social, and daily living skills for individuals with ASD and may be effective in increasing exercise. We evaluated the effects of a video-enhanced schedule presented on an iPad® on exercise behavior with adolescents with ASD using a multiple probe across participants design. Specifically, the effects of a video-enhanced exercise schedule with graduated guidance on independent schedule-following behavior and on-task behavior was evaluated. Participants acquired a video-enhanced exercise schedule and remained on task; we also successfully faded proximity from the participant. The skills generalized to a novel exercise and setting and maintained over time. The procedures were reported to be socially acceptable by stakeholders. Individuals with ASD are more likely to live sedentary lifestyles, have poor diets and sleep, and be overweight. We evaluated the effects of a video-enhanced exercise schedule presented on an iPad® with individuals with ASD on independent schedule following behavior and on-task behavior. We also attempted to fade proximity from an instructor and assessed generalization, maintenance, and social validity. Individuals quickly acquired the exercise schedule and remained on task. Distance from an instructor was increased, skills generalized to novel exercises and locations and maintained over time, and the procedures and outcomes were reported favorable by stakeholders. Practitioners should continue to evaluate the effects of video-enhanced schedules on exercise behavior and determine how to fade the videos.
Behavior Analysis in Practice, 2018 · doi:10.1007/s40617-018-0224-1