An interventional study of Wellness Enhancing Physical Activity for Young Children (WE PLAY) and Non-Physical Activity Online Training in Autism Spectrum Disorder (ASD), sponsored by Northeastern University. Not yet recruiting at 3 sites in United States. Open to participants aged 33 Months to 71 Months. Per ClinicalTrials.gov, last updated 2026-08-05.
Sponsored by Northeastern University · Not applicable, Interventional, and Treatment
Higher amounts of physical activity are linked to multiple health benefits including improved cognition, academic success, and classroom behavior for children. These relationships start in early childhood during the preschool years. Additional research is needed to determine the rates of physical activity among children with autism spectrum disorder. However, research suggests that compared to their typically developing peers, children with autism participate in fewer types of physical activities, often have delays in a range of motor skills, and face physical activity barriers including behavior problems, social communication challenges, and adults' uncertainty about how to modify physically active games to include them. Young children need adult guidance, support, and opportunities to be more active, and early care and education programs are a critical setting for physical activity promotion.
Faculty at Northeastern University developed and pilot tested WE PLAY (Wellness Enhancing Physical Activity for Young Children), a teacher training, that is accessed online at no cost. WE PLAY was designed to promote physical activity at the child-level, to promote knowledge, confidence, and skills to lead active play at the teacher-level, and to impact social and environmental challenges at the program-level. Three three pilot studies demonstrated that WE PLAY was efficacious in increasing physical activity when implemented with preschoolers with and without autism and it was viewed as feasible, understandable, and acceptable by early childhood educators.
This clinical trial will test the efficacy of WE PLAY in children with autism spectrum disorder and their teachers. The researchers hypothesized that at post-training and follow-up, children in the WE PLAY group will engage in higher levels of physical activity in school relative to children in the control group. Further, the researchers hypothesized that at post-training and follow-up teachers in the WE PLAY group will demonstrate increased behavior intentions, perceived behavior control to perform physical activity facilitating behaviors relative to control group teachers. Additionally, this study will explore the effects of malleable teacher and system-level factors between the intervention and child physical activity. The researchers hypothesized that malleable teacher and system variables including behavior intentions, perceived behavior control, physical activity promotion practices, teachers' perceived physical activity promotion role, teacher autonomy, and supervisor support will mediate or moderate the relationship between study group and child physical activity levels.
A national sample of 150 teacher-child dyads from early childhood education programs across the United States will be randomized into two conditions (WE PLAY vs. Control). Data will be collected across three periods over 20 weeks (pre-training = 0 weeks, post-training = 4 weeks, follow-up = 20 weeks). WE PLAY teachers will be asked to complete the WE PLAY training. Control group teachers will complete another online training on a topic that is not related to physical activity. Children with autism (ages 2.9 to 5.11) will wear accelerometers during waking hours for five consecutive days at each of the three data collection periods and their teachers will complete online surveys at each of the three data collection periods.
The proposed study addresses a critical need for young children with autism. If WE PLAY is determined to be efficacious on a large scale it would lead to interventions that could be integrated in a variety of settings, including early care and education programs and community settings, which could improve physical activity levels in young children, setting them up for greater success throughout their lives.
1,030 studies on the registry are indexed under Autistic Disorder; 266 are open to participants now.
This study's planned enrollment of 300 is above the median of 49 across 811 interventional studies indexed under Autistic Disorder.
Browse Autistic Disorder studies →Northeastern University is the lead sponsor of 55 studies on the registry; 19 are open to participants now.
Compared within Autistic Disorder, this study's primary condition as ClinicalTrials.gg classifies it; the registry's first condition term is Autism Spectrum Disorder. The counts are of registry records indexed under each term, refreshed daily. How we classify →
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Exclusion Criteria:
Behavioral: Wellness Enhancing Physical Activity for Young Children (WE PLAY)
Behavioral: Non-Physical Activity Online Training
WE PLAY Is an online training for early childhood educators. The training includes online educational modules, a video library of active games, game sheets, a teacher self-assessment, a supervisor/peer observation form, and other resources/tools designed to include autistic preschoolers in active play with their peers.
Participants in this group will complete an online training from a list of options on the Better Kid Care website that are not on the topic of physical activity.
Change from Pre-Training in Children's Physical Activity Assessed by Accelerometry at Post-training and Follow-Up
Accelerometry will be used to assess children's physical activity. ActiGraph wGT3X-BT accelerometers will be used to collect data for 5 school days at each data collection period. Data will be analyzed using validated accelerometer count cut-points for preschoolers (sedentary \< 200 counts per 15 seconds; light physical activity (PA) = 200-419 counts per 15 seconds; moderate-to-vigorous physical activity (MVPA) ≥420 counts per 15 seconds). The 5 days of accelerometry data will be averaged together. Data on children with \<3 days of data will be excluded from the time period. The dependent variable will be total PA minutes per hour wear time.
Time frame: Pre-Training (Week 0), Post-Training (Week 4), Follow-Up (Week 20)
Change from Pre-Training in Teachers' Behavioral Intentions as Assessed by an abbreviated version of the Early Childhood Education Movement Behavioral Intention and Perceived Control (ECE-MBIPC) Questionnaire at Post-Training and Follow-Up
Ten items from the ECE-MBIPC will be used to measure participants' intentions to perform five behaviors related to physical activity. Intentions to perform each behavior are measured using two items per behavior which participants rate using a 7-point scale (ranging from 1=extremely unlikely to 7=extremely likely). A behavioral intention composite score for each behavior is calculated by computing a mean for the two items. Five behavior intention composite scores (1 score per behavior) will be computed with higher scores indicating stronger intentions to perform the behavior.
Time frame: Pre-Training (Week 0), Post-Training (Week 4), Follow-Up (Week 20)
Change from Pre-Training in Teachers' Perceived Behavioral Control as Assessed by the ECE-MBIPC at Post-Training and Follow-Up
Twenty items from the ECE-MBIPC will be used to measure participants' perceived control to perform five behaviors related to physical activity. Control over performing each behavior is measured using four items per behavior which participants rate using a 7-point scale (ranging from 1=extremely unlikely to 7=extremely likely). A perceived behavioral control composite score for each behavior is calculated by computing a mean for the four items. Five perceived behavior control composite scores (1 score per behavior) will be computed with high scores indicating higher levels of perceived control over performing the behavior.
Time frame: Pre-Training (Week 0), Post-Training (Week 4), Follow-Up (Week 20)
Change from Pre-Training in Teachers' Practices to Promote Physical Activity as Assessed by the Child-Care Food and Activity Practices Questionnaire (CFAPQ) at Post-Training and Follow-Up
Two subscales from the CFAPQ (Modeling and Teaching/Autonomy Support) will be used to measure participants' physical activity promotion practices. The Modeling subscale includes seven items and the Teaching/Autonomy Support subscale includes five items. Items are rated using a 5-point scale (1-never to 5 = always). Mean subscale scores will be computed with higher scores indicating more frequent use of physical activity promotion practices.
Time frame: Pre-Training (Week 0), Post Training (Week 4), Follow Up (Week 20)
Change from Pre-Training in Teachers' Practices to Promote Physical Activity as Assessed by the Environment and Policy Assessment and Observation Self-Report Staff General Survey (EPAO-SR) at Post-Training and Follow-Up
Eleven physical activity best practices from the EPAO-SR will be rated on a 6-point scale (ranging from 1=never to 6=always). A mean score will be computed with higher scores indicating more frequent use of physical activity promotion practices.
Time frame: Pre-Training (Week 0), Post-Training (Week 4), Follow-Up (Week 20)
This study is not yet recruiting, as verified in Jul 2026. You cannot join it, but the record below documents what was studied.
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Northeastern University