Improving on-task attention by adding movement in the classroom

dc.contributor.authorHarbison, Lynne Tepolt
dc.contributor.committeeChairCandler, Catherine
dc.contributor.committeeMemberNeville, Marsha
dc.date.accessioned2018-10-22T14:51:54Z
dc.date.available2018-10-22T14:51:54Z
dc.date.issued2009-08
dc.description.abstractPurpose. The purpose of this study was to examine the effects of S'cool Moves® on attention in the classroom. Methods. A single subject, A-B-A-B with interrupted time series design was used. All students in a fourth grade classroom participated in a S'cool Moves® program. Three students were observed for their on task attention behaviors during a writing task. There are two dependent variables in this study, attention to task and in-seat behavior. Data was graphed for the differences in the phases (Shilling & Schutz, 2003). Results. Three students were observed during the study and the results were widely varied for each student. Participant A showed a clear effect with in seat attention but engaged behaviors were inconclusive. Participant B demonstrated a negative effect with in-seat attention and no effect with engaged behaviors. However, Participant C showed a clear positive effect of the S'cool Moves program with in-seat and engaged behaviors. Conclusion. A classroom based physical activity program may be effective in improving on-task and engaged behaviors in the classroom.en_US
dc.identifier.urihttps://twu-ir.tdl.org/handle/11274/10551
dc.language.isoen_USen_US
dc.subjectHealth and environmental sciencesen_US
dc.subjectEducationen_US
dc.subjectS'cool Moves®en_US
dc.titleImproving on-task attention by adding movement in the classroomen_US
dc.typeThesisen_US
thesis.degree.collegeCollege of Health Sciences
thesis.degree.disciplineOccupational Therapy
thesis.degree.grantorTexas Woman's Universityen_US
thesis.degree.levelMasteren_US
thesis.degree.nameMaster of Artsen_US

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