Exploring Structured Motor Play for Preschoolers with Autism: Listening to Parents’ Voices

W. C. Cheung, M. M. Ostrosky, H. W. Yang

Research output: Contribution to journalArticlepeer-review


Many children with autism could benefit from adult support during motor play. The purpose of this study was to explore parents’ perspectives on the importance of structured motor activities and how they might support the motor development of their young children with autism. Interviews were conducted with six parents of preschoolers with autism to understand their perceptions about structured motor play. Results revealed that parents: (a) valued structured motor activities, but many did not implement them at home; (b) had limited knowledge about motor development; (c) were uncertain about how to find motor resources; and (d) would like teachers to lead structured motor activities at school and send home ideas for parents to build on these activities. The findings provide insights about partnering with parents to support motor development, ideas for curriculum development, and suggestions for professional development for teachers. Implications for research and practice are discussed.

Original languageEnglish (US)
StateAccepted/In press - 2024

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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