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Structured breaks can provide an opportunity for students with autism to rest and regroup, especially if they are overwhelmed or overstimulated. This can increase engagement and prevent behavioral issues.

Positive reinforcement involves providing rewards or praise for desired behaviors or achievements in PE. For students with autism, it can increase motivation and encourage repetition of appropriate behaviors.

Individualized instruction caters to the unique learning needs of each student with autism in PE. It allows for adaptations to suit ability levels and learning styles, promoting skill development and confidence.

Maintaining a routine and consistent structure in PE helps students with autism understand what to expect, leading to reduced stress and increased ability to focus on the tasks at hand.

Teaching for generalization involves practicing skills in a variety of settings and situations within PE to help students with autism apply what they've learned more broadly, enhancing functional independence.

PECS is a form of augmentative and alternative communication that uses pictures to teach students with autism to communicate within PE activities. It can ease frustration and promote independence.

Teachable moments occur when the PE teacher capitalizes on unexpected events or student interests to create a learning opportunity. This can be particularly engaging for students with autism, adding relevance to their experience.

Choice boards empower students with autism by allowing them to choose PE activities they prefer or feel comfortable with, leading to increased motivation and participation.

Small group instruction offers a more controlled environment for students with autism to learn PE skills. It allows for more individualized attention, which can enhance learning and decrease distractions.

Peer modeling involves using classmates to demonstrate skills or behaviors in PE. It benefits students with autism by providing a relatable example to follow, promoting social skills and facilitating learning.

Sensory integration activities in PE are designed to help students with autism process sensory input more effectively, which can improve motor skills, balance, and coordination while reducing anxiety.

Non-verbal cues such as hand signals or colored cards can facilitate communication in PE with students who have autism, particularly those with verbal communication challenges, enhancing comprehension and performance.

Task analysis breaks down complex physical education activities into smaller, manageable steps for students with autism. This incremental approach aids understanding and skill acquisition, fostering independence.

Visual supports such as diagrams, photos or icons can help students with autism understand PE activities and expectations more clearly, aiding in comprehension and reducing frustration.

Parallel activity groups allow students with autism to participate in PE alongside their peers but engage in alternative activities more suited to their needs, promoting inclusion without overwhelming the student.

Explicit instruction provides students with autism clear and direct teaching of PE skills or rules, reducing ambiguity and aiding comprehension, which can lead to better engagement and skill building.

Visual schedules help students with autism by providing a clear and consistent sequence of events during PE. This can reduce anxiety and make transitions easier, improving participation and understanding.

Social stories can prepare students with autism for PE classes by illustrating social cues and expected behaviors in a narrative format. This method helps students understand expectations and reduces anxiety.

Calm down kits contain items that help students with autism self-regulate and manage sensory overload during PE, such as stress balls or headphones. They provide a coping mechanism for overstimulation.