October 28, 2024

Faculty and students in Columbus State University’s College of Education & Health Professions have become on-the-court sensations in the eyes of a special group of youth participating in the three-week ACEing Autism tennis program. As a modified sport program to meet children’s at their needs, education students gain experience they’ll take into K-12 classrooms as future teachers and coaches.

Dr. Lori Favoretto Hill’s decision to center her efforts around tennis wasn’t a coincidence. As she earned two degrees from Columbus State—bachelor’s and master’s in education degrees in health and physical education—she played for two years on the women’s tennis team. A native Brazilian, junior college transfer and ITA all-American, she played both doubles and singles.

Hill (pictured) came up with the idea of incorporating ACEing Autism in her teaching and outreach endeavors while completing a doctoral degree at Auburn University, where she specialized in motor development focused on autism. Soon after joining the Columbus State faculty in August 2023 as an assistant professor, she connected with ACEing Autism. It has 150 school- and community-based programs in 30 states and provides all the equipment and resources directors may need. She piloted the idea last year with eight children; the program has grown to a dozen this year.

As a modified sports program, ACEing Autism provides structured activities modified to the unique needs of each participant with autism. They promote physical fitness, social interaction and skill development in a supportive environment.

In addition to enhancing learning for her health and physical education students, she saw an opportunity to include the college’s special education program. That allowed her to collaborate with her mentors and now fellow faculty members, Dr. Mary Beth Hendricks and Dr. Ellen Martin, in a full-circle moment.

Hendricks explained that the program is reinforcing for her special education students and introducing to health and physical education students, how to use behavioral support tools like Picture Exchange Communication Systems (PECS) and visual schedules. These tools help improve social interaction, communication and independence for children with autism and other developmental disabilities.

“ACEing Autism provides our special education majors with valuable, hands-on experience in implementing behavioral supports they can then apply and use in a classroom setting,” said Hendricks (pictured). “It also provides our health and physical education majors experience working with individuals with autism who will be among their future students.”

One of those health and physical education students is Peyton Burton, who already has a bachelor’s degree in kinesiology from Columbus State and is scheduled to complete a master’s in health and physical education with a teaching certification next fall. As a pitcher on Columbus State’s baseball team, he’s always looking for ways to use sports to prepare him for his goal of being a physical education teacher and baseball coach.

The Phenix City, Alabama, native described the first couple of camp sessions as “controlled chaos—but in a good way. … You have to remember that they’re kids, and you have to find the right balance with each one. The main goal is pretty much for them to have fun.”

While not a regular tennis court fixture, Burton (pictured) regularly works with students with special needs through sports camps organized by faculty in the Department of Kinesiology & Health Sciences. He’s also part of CSU Athletics’ various sports-focused outreach programs that serve students with special needs. Each opportunity, he said, is a way for him to improve upon his teaching, coaching and mentoring skills.

“I don’t think anything fully prepares you to be a teacher; it’s a tough job. But I think just getting out there and getting comfortable around kids with special needs—it’s kind of a big part [of our learning] because you remember they’re human too. They just need a little more support or help than others,” he said.

“My goal is for all of our students to recognize that they can adapt the behavioral strategies they’re using through ACEing Autism to any educational environment—they just need to think creatively,” Hill said. “The program becomes their laboratory where they take what they’re learning in our classrooms and apply that experience adaptively.”

Hill and Hendricks constantly teach their students to adapt and reflect. Daily tennis sessions are barely over before they call their students together to debrief about the experience, what the participants learned, and what their students, like Burton, are gaining from the opportunity.

“I’m always thinking and reflecting on how I can do this better—what can I do to make this a better program so the kids get more out of it,” he said.

Hill (center in the red cap) huddled with students and faculty debriefing after the day's instructional session.

Hill said that adaptation is vital for any educator—especially those who will teach and coach students with autism and other developmental challenges. Individuals with autism experience deficits ranging from social and speech ones to behavioral and physical difficulties. For ACEing Autism participants like 15-year-old Miles (pictured), a ninth grader from Smith Station, Alabama, the program meets him at his skill level. According to his mother, it provides Miles with one-on-one support he won’t find a competitive or school-based team environment.

“[ACEing Autism] is on his level,” Roxanna Hamilton explained. “School-based sports don’t really work for him because he’s not able to meet the team’s expectations. So, it’s good that he can be involved in every aspect of the sport and not have to compete against others.”

Hamilton pointed out that Miles typically responds better to older individuals than his same-aged peers, making his ACEing Autism camp experience even more positive.

“[The Columbus State students] are kind and patient—they’re amazing, every one of them. They seem to think [Miles] is great and funny—it’s great to have a place where [kids like Miles] can come and be themselves, and everybody’s nice to them,” she said.

"Participating in programs like ACEing Autism helps our Columbus State students learn more about being respectful and supportive of individuals with diverse abilities,” Hendricks said. “This is important so that they might instill these values in their own students and learning environments one day.”

One of Hendricks’ students, Zee Singleton (pictured), is already working as a school paraprofessional as she completes her bachelor’s degree in special education. Because of that, she sees every day how experiences like ACEing Autism will help her in her career.

“[The program] definitely allows me to see the different personalities that exist among [children with autism]—to see the different disabilities come through and recognize them on my own beyond textbook terminology,” she said.

AUTISM’S GROWING PREVALENCE

Autism spectrum disorder (ASD) is a complex developmental condition involving persistent challenges with social communication, restricted interests and repetitive behavior, according to the American Psychiatric Association. Its prevalence in the United States has steadily increased. The Centers for Disease Control and Prevention (CDC) estimates that one in 36 U.S. children has been identified with autism. That’s 2.8% of America’s youth—up from 2.3% just two years ago and less than 1% 20 years ago.

While ASD’s exact causes remain unknown, genetic factors and environmental influences are believed to play a role. ASD can significantly impact children’s development, affecting their ability to form friendships, engage in meaningful conversations and navigate social situations. Early diagnosis and intervention can help children with autism develop essential skills and lead more fulfilling lives.

For children with autism, the lack of quality physical and educational programs significantly hampers their development and leads to decreased motivation, movement impairments and increased fatigue during exercise.

“Simple tasks can be difficult; therefore, it’s challenging for [children like Miles] to keep up with their peers,” Hamilton explained, pointing out that children with autism exhibit self-stimming behaviors like body movements, repetitive behaviors, vocal stimulation or picking to manage their energy, regulate sensory input and self-soothe.

“They are faced with the task of trying to fit in every day,” she continued. “On this court, he can be exactly who he is. The kids are all accepting of each other here, and the [Columbus State students] are kind and understanding.”

Parents like Hamilton have reported a historic shortage of community-based programs, primarily due to insufficiently trained staff. Hill wants to correct that.

“My goal is to serve as many children with autism as possible. I also see this as an opportunity for our students to be as passionate about these children and this program as I am and to eventually want to start their own [ACEing Autism] programs at their future schools,” Hill (pictured high-fiving one of the program participants) said.

While the goal is for children like Miles to have access to quality sports-oriented programs, he’s not the only one enjoying the tennis camp experience.

“Basically, I get to work with some awesome kids who happen to have autism. We’re learning tennis together, enjoying being outside, and having a little fun along the way,” Singleton said.

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Media contact: Michael Tullier, APR, Executive Director of Strategic Communication + Marketing, 706.507.8729, mtullier@columbusstate.edu