When families first learn of their child’s autism, it is not uncommon to concentrate on early intervention efforts to help their child develop the requisite skills to support their least restrictive placement during the school years. Early studies that reported on the efficacy of these intensive behavioral interventions (Lovaas, 1987) demonstrated success in improving language development and adaptive behavior in young children with autism.
However, a child’s formative years are not only about what happens during the approximately 30 hours of structured schooling each week. There are easily as many waking hours during the school week spent outside of the classroom, and entire weekends and school holidays that present a significant opportunity to engage in a myriad of leisure time activities.
Although various descriptions of leisure exist, any dictionary definition of “leisure” typically describes the time when you are free from work or other duties and can relax. By extension, activities that are essential for living such as sleeping, working, and housework, are typically not included in descriptions of leisure. The purpose of leisure activities is also diverse and may include activities such as relaxing, enjoying an activity, acquiring skills, or contributing to a community. While no two individuals with autism may choose the same leisure time activity, arguably the purpose and beneficial gains of these activities may be similar.
Drawing from broader research conducted within the general population can assist in understanding potential benefits of leisure activities for people with autism, for whom less research has been conducted. Research on participation in leisure activities amongst older people has been reported to play an essential role in maintaining good mental health (Hou et al., 2024). Participating in leisure activities may alleviate the negative effects of stressful experiences that threaten physical and mental health (Iwasaki et al., 2005; Lawton et al., 2002). In addition, spending more time participating in leisure activities has been identified as a predictor of improved life satisfaction (Menec & Chipperfield, 1997). Takiguchi and colleagues (2022) reported that leisure activities may function as a buffer against stressful experiences by promoting positive emotions that are related to self-fulfillment and well-being. As such, enjoying leisure activities may help develop resilience, and in-turn this elevated sense of resilience may contribute to the prevention of mental illness or depression (Takiguchi et al., 2022). While various definitions of resilience exist, it may be generally understood as a part of cognitive functioning that encompasses stress-coping dynamics such as one’s ability to adapt to challenging life events or adversarial situations (Nishi et al., 2010; Richardson, 2002). Greater resilience may enhance one’s effective coping skills, promote receptive attitudes, enhance positive ruminations, and encourage behavior planning that improves mental health (Kleiber et al., 2002). Participation in leisure activities provides individuals with opportunities to develop new skills or improve existing skills and may also improve physical fitness. Many leisure activities also provide the opportunity to socialize and develop new friendships which in turn may improve resilience and foster improvements in mental health (Takiguchi et al., 2022).
Elsewhere, in research conducted amongst the elderly, regular participation in recreational activities was reported as a crucial factor for improving various aspects of well-being for older adults (Obi, 2024). Obi found that participation in physical activities improved physical health and mobility, while participation in social activities reduced feelings of loneliness and isolation. Amongst the elderly, Obi found that participation in cognitive and creative activities not only stimulated the brain but also enhanced psychological well-being.
Childhood is a unique life stage that affords many opportunities to explore interests and find out what he or she may enjoy doing in their free time. These interests may change at various developmental stages or ages, and things previously shied away from may become appealing later. But many parents wonder “How can my child participate in leisure activities in our community when there are social delays, cognitive delays or motor-coordination delays that are a core feature of autism?
Children (or adults) with autism can participate in leisure activities within their community with planning and supports. Prepare for a successful experience by focusing on an individual’s strengths and providing accommodations as necessary. Seek out an environment that facilitates comfort, not overwhelm. Be patient and know that this may take trial, error and multiple small steps to arrive at the correct environment.
Begin with an activity that your child is interested in. This may look different for any given child. Some children may enjoy art, while others may find this overwhelming and prefer something completely different such as swimming. The specific activity is less important but seek out an activity that may be interesting to your child to build their motivation, develop their success, and build their confidence. Depending on where you live, a suitable environment may be a community center, library, a program offered through a local recreation department, or a fully private provider. Ask about individual lessons or small class sizes, or the potential for a class that may accommodate others with diverse needs. Draw from the tools your child may be using in the classroom that are promoting success there, such as visual schedules, sensory-friendly times or locations, or trained staff who have some experience in working with children with autism.
Prepare at home before you embark on a new leisure activity. This may include a visit to the location, looking at pictures, or using a simple social story to explain what will happen. Practice relevant social skills such as taking turns, following basic instructions, or using simple scripts for greetings can improve confidence and lower anxiety. If your child has motor delays, enquire about using adaptive equipment, occupational therapy input, or modified rules (for example all abilities non-competitive sports) can help your child participate successfully.
Peer support may also help your child prepare to participate in a new leisure activity. A sibling or close cousin may be a supportive partner for practice at home, or while attending the leisure activity. If this is not a possibility, enquire about a buddy system, or supportive peer mentors who may be able to model appropriate social interactions, provide timely corrective feedback, and offer appropriate verbal praise or motivating rewards. Depending upon your child, structured activities such as martial arts, swimming lessons, Lego clubs, or art classes, may be preferrable to free play as they can offer clear expectations and structure.
Clear and timely communication with leisure activity instructors is essential. Before the activity begins, make an appointment so that you can share your child’s strengths, triggers, and helpful strategies. This can promote successful participation even in situations where an activity leader is working with a child with autism for the first time.
Be patient. Start small. Aim for short sessions and gradual exposure to the activity to avoid overwhelm, create enjoyment, build endurance and develop confidence. Celebrate progress rather than perfection. Remind your child that participating is not about performing like their peers. It is their personal journey of self-discovery, enjoyment, belonging, and growth. With careful preparation, home practice, community collaboration, and by adopting a strengths-based approach, it is possible to support children (or adults) with autism to meaningfully participate in leisure activities and build social skills, independence, self-confidence and resilience.
Dr. Monica E. Carr is an A. Professor at Wenzhou Kean University, Wenzhou, Zhejiang Province, China, a Member of the Board of Directors, Genesis School for Special Education, Singapore, a Consulting Editor for Preventing School Failure, and an Editorial Board Member for Autism Spectrum News. For more information, please email [email protected].
References
Hou, W., Wu, J., Liu, L., Tsai, P., Huang, H, & Yen, H. (2024). Leisure programs for improving middle-aged and older adults’ depression and quality of life: A meta-analysis. Leisure Sciences. Doi:/10.1080/01490400.2024.2349726
Kleiber, D. A., Hutchinson, S. L., & Williams, R. (2002). Leisure as a resource in coping with negative life events: Self-protection, self-restoration, and personal transformation. Leisure Sciences, 24(2), 219–235. https://doi.org/10.1080/01490400252900167
Iwasaki, Y., MacKay, K., & Mactavish, J. (2005). Gender-based analyses of coping with stress among professional managers: Leisure coping and non-leisure coping. Journal of Leisure Research, 37(1), 1–28. https://doi.org/10.1080/00222216.2005.11950038
Lawton, M. P., Moss, M. S., Winter, L., & Hoffman, C. (2002). Motivation in later life: Personal projects and wellbeing. Psychology and Aging, 17(4), 539–547. https://doi.org/10.1037/0882-7974.17.4.539
Lovaas, I. (1987). Behavioral Treatment and Normal Educational and Intellectual Functioning in Young Autistic Children. Journal of Consulting and Clinical Psychology 55(1):3-9. DOI: 10.1037/0022-006X.55.1.3
Menec, V. H., & Chipperfield, J. G. (1997). Remaining active in later life: The role of locus of control in seniors’ leisure activity participation, health, and life satisfaction. Journal of Aging and Health, 9(1), 105–125. https://doi.org/10.1177/089826439700900106
Nishi, D., Uehara, R., Kondo, M., & Matsuoka, Y. (2010). Reliability and validity of the Japanese version of the Resilience Scale and its short version. BioMedical Central Research Notes, 3, 310. Doi:10.1186/1756-0500-3-310.
Obi, L. (2024). The role of recreational activities in enhancing quality of life among the elderly. International Journal of Arts, Recreation and Sports, 3(3). 52 – 65.
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58(3), 307–321. https://doi.org/10.1002/jclp.10020
Takiguchi, Y., Matsui, M., Kikutani, M, & Ebina, K. (2022). The relationship between leisure activities and mental health: The impact of resilience and COVID-19. Applied Psychological Health and Well-being. Doi:10.1111/aphw.12394