226 Teri Todd is with Adapted Physical Education Department at California State University, Chico. Greg Reid is with the Department of Kinesiology and Physical Education, and Lynn Butler-Kisber is with the Department of Integrated Studies in Education, both at McGill University in Montreal, Canada. Adapted Physical Activity Quarterly, 2010, 27, 226-241 © 2010 Human Kinetics, Inc. Cycling for Students With ASD: Self-Regulation Promotes Sustained Physical Activity Teri Todd California State University, Chico Greg Reid and Lynn Butler-Kisber McGill University Individuals with autism often lack motivation to engage in sustained physical activity. Three adolescents with severe autism participated in a 16-week program and each regularly completed 30 min of cycling at the end of program. This study investigated the effect of a self-regulation instructional strategy on sustained cycling, which included self-monitoring, goal setting, and self-reinforcement. Of particular interest was the development of self-effcacy during the physical activ- ity as a mediator of goal setting. A multiple baseline changing criterion design established the effectiveness of the intervention. The results suggest that self- regulation interventions can promote sustained participation in physical activity for adolescents with severe autism. There is much to learn about promoting physically active lifestyles for people with or without disabilities. Physical activity may be particularly benefcial for people with autism spectrum disorders (ASD), as recent research has shown positive effects of sustained physical activity on both reduction of BMI (Pitetti, Rendoff, Grover, & Beets, 2007) and disruptive and stereotypic behaviors (Prupas & Reid, 2001; Todd & Reid, 2006); however, individuals with severe ASD often lack motivation to sustain regular physical activity. Interventions that incorporate self-determined behaviors may be one way of promoting regular participation. An ecological perspective of self-determination guided the intervention in the current study (Abery, Rudred, Arndt, Schauben, & Eggebeen, 1995; Abery & Stancliffe, 2003). Self-determination refers to acting as the causal agent in one’s life (Wehmeyer, 1998). Wehmeyer and colleagues have studied self-determination of individuals with intellectual disabilities for many years (Wehmeyer, 1998, 2005; Wehmeyer, Abery, Mithaug, & Stancliffe, 2003; Wehmeyer & Metzler, 1995). Self-determined