MARC 主機 00000nam  2200349   4500 
001    AAI3239681 
005    20070807071034.5 
008    070807s2006                        eng d 
020    9780542939228 
035    (UMI)AAI3239681 
040    UMI|cUMI 
100 1  Berends, Kerrie P 
245 10 Physical education for home schooled individuals with 
       autism spectrum disorders: Perceptions of parents and 
300    168 p 
500    Source: Dissertation Abstracts International, Volume: 67-
       10, Section: B, page: 5640 
500    Adviser: Ron French 
502    Thesis (Ph.D.)--Texas Woman's University, 2006 
520    The purpose of the study was to identify essential factors
       of physical education programs for children with autism 
       who are home schooled, as perceived by parents and 
       Certified Adapted Physical Educators (CAPES). Perceived 
       value of physical education as a home school subject, 
       current physical education practices, and the use of 
       professionals in the home school physical education 
       program were also examined. Participants were parents in 
       Texas who home schooled a child with an autism spectrum 
       disorder (ASD), ages 6 to 11 years, and CAPES in the State
       of Texas who had a minimum of one year experience teaching
       physical education to children with ASD 
520    Parents and CAPEs answered near-identical surveys 
       regarding essential factors for physical education 
       programs for children with ASD (r=.711). The instrument 
       also contained a paired-comparison section regarding the 
       value of physical education in relation to other subjects 
       taught within the home school. Independent t-tests were 
       performed on the parents' and CAPEs' responses for each of
       the 18 physical education program factors and revealed 
       parents and CAPEs differed significantly in their 
       perceived level of importance of essential factors of 
       physical education programs for home schooled children 
       with autism spectrum disorders. While parents indicated 
       the most important factors were low student/teacher ratio 
       and one-to-one instruction, CAPEs indicated the most 
       important factors were establishing and maintaining 
       routine for the child's physical activity and the amount 
       of structure in the learning environment or home, related 
       to physical education. However, both parents and CAPEs 
       indicated that the level of competition in physical 
       education activities was not important for children with 
       autism who are home schooled 
520    In contrast to the significantly different perceived 
       levels of importance of physical education program factors,
       parents and CAPEs both indicated physical education was an
       important subject within the home school for a child with 
       autism. Not only was physical education ranked within the 
       top four subjects for both parents and CAPEs, but was 
       similarly high in importance to the other three top-ranked
       subjects (self-help skills, language arts, and 
590    School code: 0925 
590    DDC 
650  4 Education, Physical 
650  4 Health Sciences, Health Care Management 
690    0523 
690    0769 
710 20 Texas Woman's University 
773 0  |tDissertation Abstracts International|g67-10B 
856 40 |u