Staff training for community swimming instructors : supporting children with autism in local recreation settings

Previous research indicates that children with autism spectrum disorders (ASD) participate in lower levels of physical activity in general and community-based recreation activities in particular than their typically-developing peers (Lang et al., 2010; King et al., 2003). Swimming is a particularly valuable activity because of its health, safety, and social benefits (Rogers, Hemmeter & Wolery, 2003). To date, no research has examined the effectiveness of a training approach designed to teach swimming instructors in community-based recreation settings to support children with ASD in swim lessons. Using a quasi-experimental time series design, his study examined the impact of training package that consisted of a workshop and in-pool coaching on the instructional skill acquisition of six swim instructors. Effects of the training on child cooperation and skill acquisition were also examined across eight children with ASD. Results indicated gains for the majority of instructors and children immediately following completion of the training. In addition, social validity ratings by parents, instructor, and aquatics coordinators were uniformly high. The results and limitation of the study was discussed with reference to the behavioral literature on instruction and generalization, with implications for future research. This study provides preliminary support for the effectiveness of a simple instructional package for teaching recreation staff to teach swimming to children with autism in community pools.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat