Using Antecedent Physical Activity to Increase On-Task Behavior in Young Children

A withdrawal design was used to investigate how physical activity affects on-task behavior of young children with significant developmental delays in a special education preschool classroom. Five preschool age children with significant developmental delays engaged in either physical activity or seat...

Full description

Saved in:
Bibliographic Details
Published in:Exceptional children 2014-07, Vol.80 (4), p.489-503
Main Authors: Luke, Sara, Vail, Cynthia O., Ayres, Kevin M.
Format: Article
Language:English
Subjects:
Academic Achievement
Autism
Behavior
Behavior modification
Child Behavior
Children
Children & youth
Classrooms
Developmental Delays
Education, Preschool
Educational programs
Educational research
Exercise for children
Grade 4
Group Activities
Intervention
Learning
Males
Observation
Physical Activities
Physical Activity Level
Physical fitness
Physical fitness for children
Play schools
Preschool Children
Preschool education
Prompting
Researchers
Special education
Studies
Teacher Guidance
Teachers
Time on Task
United States (Southeast)
Video Technology
Young Children
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:A withdrawal design was used to investigate how physical activity affects on-task behavior of young children with significant developmental delays in a special education preschool classroom. Five preschool age children with significant developmental delays engaged in either physical activity or seated center activities for 20 min prior to a 15-min teacher-directed group activity. Momentary time sampling was used to calculate the percentage of intervals the participants were on-task using 15-s intervals. Results indicated all of the participants’ on-task behavior was higher during the physical activity condition. These findings suggest physical activity may be used as a proactive behavioral intervention to improve the on-task behavior of young children with significant developmental delays during teacher-directed group activities.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402914527241