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We examined whether a group contingency increased engagement during elementary school physical education sessions. The intervention employed procedures (explicit instruction, goal setting, and reinforcement) drawn from the first tier of classwide function-related intervention teams (CW-FIT; Wills et al., 2009). Results showed salutary increases in engagement that corresponded with the teacher's implementation.

According to Albert Bandura's Social Cognitive Theory and the four subprocesses of observational learning (Bandura, 1986), a variety of targeted skills and behaviors can be acquired through modeling. One evidence-based practice shown to be effective in teaching skills and behaviors to children with autism spectrum disorder (ASD) is video modeling (Wong et al., 2014). As studies have found motor deficits and delays in children with ASD (Downey & Rapport, 2012; Fournier et al., 2010; Van Damme et al., 2015), it is believed that video modeling could be used to support physical activity with this population. This article provides an overview of video modeling, explores the theoretical framework of observational learning, and includes examples on how video modeling could be used to support physical activity in children with ASD. [ABSTRACT FROM AUTHOR]