Wellness Enhancing Physical Activity for Young Children (WE PLAY) is an intervention intended to promote physical activity (PA) among typically-developing preschool children in child care settings. It was adapted for use by teachers who educate children with Autism Spectrum Disorders (ASD). This study used a multiple baseline design across participants to evaluate the impact of WE PLAY-Autism on teachers' PA facilitating behaviors and on the PA levels of children with ASD. Visual analysis and effect size estimates indicated that two of the three teachers increased their PA facilitating behavior, although this was insufficient to demonstrate a functional relation. Children's (n = 5) PA was measured daily during school hours using accelerometry. Visual analysis, which was further supported by effect size calculations, indicated higher average levels of moderate-to-vigorous PA (MVPA) among preschoolers with ASD in the intervention phase (Tau-U_{A vs. B} = 0.53, p < .001, Hedges' g = 0.99, 95% CI [0.56, 1.43]) and post-training phase (Tau-U_{A vs. B} = 0.55, p < .001, Hedges' g = 1.17, 95% CI [0.73, 1.60]) in comparison to the baseline phase. WE PLAY-Autism is an intervention deserving of further investigation given its meaningful impact on the MVPA of preschoolers with ASD paired with its potential for broad implementation in preschools.

儿童健康增强体育活动 (WE PLAY) 是一项干预措施，旨在促进儿童保育环境中典型发育的学龄前儿童的体育活动 (PA)。它适用于教育自闭症谱系障碍 (ASD) 儿童的教师。本研究使用跨参与者的多重基线设计来评估 WE PLAY-Autism 对教师 PA 促进行为和 ASD 儿童 PA 水平的影响。视觉分析和效果大小估计表明，三位教师中有两位增加了他们的 PA 促进行为，尽管这不足以证明功能关系。儿童 ( n = 5) 每天在上课时间使用加速度计测量 PA。视觉分析得到效果大小计算的进一步支持，表明干预阶段 ASD 学龄前儿童的中度至剧烈 PA (MVPA) 平均水平较高（Tau- U _A与B  = 0.53，p  < .001， Hedges' g  = 0.99, 95% CI [0.56, 1.43]) 和训练后阶段（Tau- U _{A vs. B}  = 0.55，p  < .001，Hedges' g = 1.17, 95% CI [0.73, 1.60]) 与基线期相比。WE PLAY-Autism 是一项值得进一步研究的干预措施，因为它对患有 ASD 的学龄前儿童的 MVPA 产生了有意义的影响，并且具有在学龄前广泛实施的潜力。