Supporting Students with Autism

Supporting Students with Autism: When to Use Movement, Sensory, and Primitive Reflex Breaks (K–2 and 3–5)

By Irene Hannam, MS OTR/L

Students with autism benefit from purposeful movement throughout the school day. But not all movement is the same.

Teachers often ask: When do I use a movement break? What about a sensory break? And where do primitive reflex activities fit in?

This blog will clarify the differences, show you when to use each type of break, and give you ready-to-go routines for your K–2 and 3–5 classrooms.

Why Movement Matters:

Many autistic students struggle with:

• Body awareness (proprioception): They may not know where their body is in space.
• Motor planning (praxis): They may have trouble planning and carrying out multi-step actions.
• Copying movements: Following complex directions like “cross your right elbow to your left knee” can be confusing without modeling.

Purposeful movement breaks help by grounding the body, improving attention, and reducing frustration.

Research shows:

• Exercise can reduce stereotypy and improve on-task behavior in autistic children.
• Sensory-based OT strategies (like Ayres Sensory Integration®) support regulation and classroom participation.
• Reflex-based activities strengthen the developmental foundation for posture, handwriting, and attention.

Three Types of Breaks:

1. Movement Breaks (Alerting/Resetting)

• What: Quick bursts of structured activity (2–5 minutes).
• Why: Increase attention, prepare for learning, reduce restlessness.
• Examples: Wall push-ups, marching, chair squats.
• When to use: If students are distracted, slumping, or low energy.

2. Sensory Breaks (Calming/Regulating)

• What: Activities that soothe or organize the nervous system.
• Why: Manage stress, frustration, or over-arousal.
• Examples: Deep breathing, weighted lap pad, body sock stretches, rocking.
• When to use: If students are anxious, escalating, or dysregulated.

3. Primitive Reflex Breaks (Foundational/Developmental)

• What: Specific patterned exercises (like cross crawls, army crawls, roll-overs).
• Why: Integrate retained primitive reflexes that interfere with learning and posture.
• Examples: Cross crawls, army crawls, therapy ball roll-overs.
• When to use: As part of a daily routine (arrival, after recess, therapy sessions). Not during meltdowns.

Giving Directions that Work:

• Model + few words: “Watch me. Push the wall. Count 8.”
• Face the same way as students to reduce left–right confusion.
• Use counts/rhythm: “Down 3, hold 2, up 3.”
• First–Then: “First push-ups, then reading.”
• Give choices: “Chair squats or wall push-ups?”
• Use visuals: Colored floor spots or icons for reference.

Movement Break Menu — K–2 (2–4 minutes)

1. Wall Push-Ups (10) → Builds shoulder stability.
2. Chair Scoot-Backs (5 reps) → Provides joint compression.
3. Slow March + Tap (8 taps) → Supports midline crossing.
4. Animal Walk (10 feet) → Strengthens core.
5. Reset: Hug knees + 2 breaths.

Movement Break Menu — 3–5 (3–5 minutes)

1. Book Squeeze (5 reps) → Deep pressure for focus.
2. Step-Tap Ladder (30 sec) → Improves sequencing.
3. Slow Squats (6 reps) → Adds grounding.
4. Wall Angels (8 reps) → Supports posture.
5. Reset: Belly breathing (3 cycles).

Sample Daily Schedule (Autism Classroom, Push-In/Transitions Included)

Here’s how breaks might look in a real day:

– Morning Arrival (8:15–8:30)

Primitive Reflex Break: Cross crawls (8), bear walk 10 feet, breathing reset.

Benefit: Organizes body for circle time.

– Before Math Block (9:15)

Movement Break: Wall push-ups (10), march-and-tap (30 sec), knee hug breaths.

Benefit: Prepares for seated focus.

– Transition to Specials (10:20)

Sensory Break: Weighted lap pad + 2 deep breaths before entering.

Benefit: Calms transition anxiety.

– After Recess (12:45)

Primitive Reflex Break: Army crawl (2x), wall angels (8), breathing reset.

Benefit: Reorganizes after playground stimulation.

– Mid-Afternoon Literacy (1:45)

Movement Break: Chair squats (8), desk push-pulls (5), march-and-tap (20 sec).

Benefit: Refocuses energy for reading.

– End of Day (2:30)

Sensory Break: Body sock stretch + breathing.

Benefit: Downshifts before dismissal.

Quick Teacher Reference:

• Frustration/Anxiety → Sensory Break.
• Low Attention/Restless → Movement Break.
• Daily Routine/Foundation → Primitive Reflex Break.
• After Recess/Transitions → Reflex + Calming combo.
• Escalation Warning Signs → Sensory Break only.

Teacher Tips:

✔ Use breaks every 20–40 minutes in high-demand times.

✔ Post 2–3 visuals so paras and subs can lead.

✔ Always end with a calming activity.

✔ Keep equipment simple—wall, chair, books.

✔ Pair breaks with academics (push-ups → handwriting, march-taps → reading).

Think of it this way:

• Movement breaks = “wake up/reset.”
• Sensory breaks = “calm/soothe.”
• Primitive reflex breaks = “train the foundation.”

When layered across the day, these breaks help autistic students build attention, reduce frustration, and thrive in general education, specials, recess, and beyond.

For more information on primitive reflex integration and practical exercise ideas for preschool students, visit www.writeexpectations.com .

References:

· Bremer, E., Crozier, M., & Lloyd, M. (2016). A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder. Autism, 20(8), 899–915. https://doi.org/10.1177/1362361315616002

· Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2015). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 19(2), 133–148. https://doi.org/10.1177/1362361313517762

· Dziuk, M. A., et al. (2007). Dyspraxia in autism: Association with motor, social, and communicative deficits. Developmental Medicine & Child Neurology, 49(10), 734–739. https://doi.org/10.1111/j.1469-8749.2007.00734.x

· Ferreira, J. P., Ghiarone, T., Leite, L. R., et al. (2019). Effects of physical exercise on the stereotyped behavior of children with autism. Journal of Physical Education and Sport, 19(5), 1705–1712. https://doi.org/10.7752/jpes.2019.s5249

· Fournier, K. A., Hass, C. J., Naik, S. K., Lodha, N., & Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: A synthesis and meta-analysis. Journal of Autism and Developmental Disorders, 40(10), 1227–1240. https://doi.org/10.1007/s10803-010-0981-3

· Miramontez, S. K. H., & Schwartz, I. S. (2016). The effects of physical activity on the on-task behavior of young children with autism spectrum disorders. International Electronic Journal of Elementary Education, 9(2), 405–418.

· Schaaf, R. C., Dumont, R. L., Arbesman, M., & May-Benson, T. A. (2018). Efficacy of occupational therapy using Ayres Sensory Integration®: A systematic review. American Journal of Occupational Therapy, 72(1), 7201190010p1–7201190010p10. https://doi.org/10.5014/ajot.2018.024075

· Broad, A. A., et al. (2023). Classroom activity breaks improve on-task behavior and physical activity levels. Research Quarterly for Exercise and Sport, 94(S1), 72–82.

· Cascio, C. J., Foss-Feig, J., Burnette, C. P., Heacock, J. L., & Cosby, A. A. (2012). The rubber hand illusion in children with autism spectrum disorders: Delayed influence of combined tactile and visual input on proprioception. Autism, 16(4), 406–419. https://doi.org/10.1177/1362361311430404

· Lang, R., Koegel, L. K., et al. (2010). Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4(4), 565–576. https://doi.org/10.1016/j.rasd.2010.01.006

· Omairi, C., et al. (2022). Occupational therapy using Ayres Sensory Integration® for children with autism spectrum disorder: A controlled study. American Journal of Occupational Therapy, 76(4), 7604205160. https://doi.org/10.5014/ajot.2022.045160

Disclaimer
I am an occupational therapist providing information intended to support academic success in students. This resource is designed for teachers, parents, and occupational therapy professionals as a general guide. It is not medical advice, diagnosis, or treatment, and should not be used as a substitute for individualized medical care. Please consult appropriate professionals for individual medical or therapeutic concerns.