Exercise and movement breaks involve embedding physical activity into the learner's routine. This isn't just letting them run wild; it is structured, purposeful movement like heavy work (carrying books, pushing a cart), jumping on a trampoline, or doing stretches.

You use this strategy when a learner appears highly agitated, struggles to sit still, or engages in stereotypic movements (like pacing or bouncing) to regulate themselves. Vigorous exercise provides intense proprioceptive and vestibular input that can regulate the nervous system, often leading to increased focus and a decrease in stereotypic behaviour for hours afterward.

Practitioners often make the mistake of using exercise as a punishment (e.g., 'You hit your friend, go run laps'). Exercise must be a neutral or positive part of the routine to serve as an effective antecedent strategy. Another error is failing to match the intensity of the exercise to the learner's needs; a slow walk won't help a learner who needs intense heavy work.

Implementation

Identify the times of day when the learner is most dysregulated or engages in high rates of stereotypic behaviour.

Schedule a structured exercise break prior to those times.

Select activities that provide the appropriate level of physical exertion (e.g., heavy work vs. cardiovascular exercise).

Ensure the activities are safe and, ideally, preferred by the learner.

Monitor the impact of the exercise on subsequent focus and behaviour.

Implementation

Common Mistakes