NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1029010
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0827-3383
The Effect of Brain Gym® on Academic Engagement for Children with Developmental Disabilities
Watson, Andrea; Kelso, Ginger L.
International Journal of Special Education, v29 n2 p75-83 2014
Following recent legislative initiatives in education requiring evidence-based practices, schools have implemented various instructional programs characterized as "evidence-based." However, it is important to question whether these methods are truly effective. One example of a methodology currently promoted and used in schools is an educational kinesiology program called Brain Gym®. Brain Gym® is reported to improve various education related skills. The purpose of this study is to investigate the effect of Brain Gym® on academic engagement for children with developmental disabilities. In this study, Brain Gym® was compared to an alternate intervention, simple physical activity, which did not conform to Brain Gym® guidelines. Neither intervention produced consistently positive effects for academic engagement. Based on these findings, it is questionable whether Brain Gym® can successfully be used with children with developmental disabilities to improve engagement. These results can inform the decision-making process of selecting evidence-based practices in education.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A