This article provides examples of how certain evidenced-based practices could be adapted for the physical education setting.
Numerous evidence-based practices have been implemented for children with Autism Spectrum Disorder (ASD); however, many have demonstrated a weakness of empirically sup- ported studies. Additionally these strategies are limited to behavioral, communicative, and play skill intervention; little has been done in terms of developing motor skills. In this review, several empirically supported intervention strategies for children with ASD were given, with supporting evidence toward their effectiveness. Suggestions were then included for the use of these evidence-based practices in the physical education classroom for development of motor skills. Among the strategies included were applied behavior analysis (ABA), structured teaching, peer-tutoring, and video modeling.