Download full text
Download full text
ERIC Number: EJ1029010
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 18
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.
Descriptors: Brain, Learner Engagement, Developmental Disabilities, Cognitive Development, Intervention, Comparative Analysis, Program Effectiveness, Movement Education, Autism, Developmental Delays, After School Programs, Physical Activities, Elementary School Students
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A