EFFECTIVENESS OF EXTRA GROSS MOTOR EXERCISE ON TIME- ON-TASK BEHAVIOR OF STUDENT S WITH SPECIAL NEEDS MICHELLE EASTERDAY.

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1 Time-on-task behaviors 1 RUNNING HEAD: Time-on-task behaviors EFFECTIVENESS OF EXTRA GROSS MOTOR EXERCISE ON TIME- ON-TASK BEHAVIOR OF STUDENT S WITH SPECIAL NEEDS By MICHELLE EASTERDAY Submitted to Educational Leadership Faculty Northwest Missouri State University Missouri Department of Educational Leadership College of Education and Human Services Maryville, MO Submitted in Fulfillment for the Requirements for Research Paper Research Paper Spring /27/12

2 Time-on-task behaviors 2 ABSTRACT This study looked at the effectiveness of adding additional gross motor and exercise into the daily activities of students with special needs. This study looked at the time-on-task behaviors of 14 students with special needs in two self-contained special education classrooms. Each student was observed first with no extra gross motor exercise to get a baseline of each student s time-on-task behaviors. Then gross motor exercises were added to their daily schedule for four weeks and the students were observed again to see if each student s time-on-task behaviors increased. Students pre-gross motor time-on-task was an average of 94 seconds. It was then recorded a higher mean score of time-on-task after 4 weeks of gross motor intervention, post-gross motor time-on-task of 128 seconds. There is a notable difference in the pre and post mean scores and all students in this study showed improvement in time-on-task behavior.

3 Time-on-task behaviors 3 INTRODUCTION This research looked at the effectiveness of using 10 minutes of gross motor skills in the morning and 10 minutes in the afternoon before seat work is done to see if the increase in physical activity will increase a student s time-on-task behavior. The time-on-task behaviors of students are the main concern in many classrooms around the country. The classrooms in this study consist of students with school labels of: Autism Spectrum Disorders, Intellectually Deficient, Emotional Disorders, and Other Health Impairments. Background, Issues and Cornerns. At many local school districts, as in many around the country physical education class and other elective type courses have been set to the side and funding has dropped greatly in these areas. In many special education classrooms, there is a great need for increased physical activity throughout a child s school day to improve time-on-task behaviors and ultimately academic skills of students with special needs. Practice under investigation. The practice under investigation is the use of gross motor exercise to increase time-on-task behavior. Time on task was defined as the percentage

4 Time-on-task behaviors 4 of intervals observed that the students were orientating toward the teacher or task, and performing the requested classroom assignments. (Peck, Kehle, Bray, & Theodore, 2005) School policy to be informed by study. Currently in Missouri training in additional gross motor activities for students with special needs is not required. This study is to inform educators of the benefit of additional gross motor activities for students with special needs. Conceptual underpinnings. Additional gross motor and physical activity increases a student s ability to stay on task. Research has shown that when additional gross motor activities are added to a student s daily schedule it helps students to stay more focused during academic activities. Statement of the problem. There is a lack of knowledge in the use of gross motor skills to increase student s time-on-task behavior especially student s with ADHD and autistic tendencies. Physical activity is not only beneficial to physical health but also to cognitive functions. Kubesch et al. (2009)

5 Time-on-task behaviors 5 Purpose of the study. The purpose of this study is to see if additional gross motor activities throughout the school day increases the time-on-task behavior of students with special needs. Research question. RQ: Is there a significant difference in time-on-task behavior between pregross motor activity and post gross motor activity? Null hypothesis. There is no significant difference in time-on-task behavior between pre-gross motor activity and post-gross motor activity. Anticipated benefits of study. The results of this study will help inform school staff and special education staff of the benefits of adding daily gross motor skills to increase student time-on-task behavior. Definitions of terms. Time on task- defined as the percentage of intervals observed that the students were orientating toward the teacher or task, and performing the requested classroom assignments. (Peck, Kehle, Bray, & Theodore, 2005) Gross motor activities- additional physical activities such as yoga or daily exercise routine

6 Time-on-task behaviors 6 Summary. The time-on-task behavior of 14 students with special needs was tracked in this study first with no intervention of additional gross motor. Once this baseline was achieved the students daily schedule included 10 minutes of exercise/gross motor activities both first thing in the morning and right after lunch to see if there is a difference in students time-on-task behaviors. This study was created to find things that may help the student s in the self-contained special education classes to remain more on task and in turn increase learning time of these students with special needs. The benefit of this study was the increase in these student s time-on-task behaviors.

7 Time-on-task behaviors 7 REVIEW OF LITERATURE The literature reviewed for this study was for the effectiveness of additional gross motor activities/ exercise both with students with specific disabilities and students with disabilities in general. The history of exercise and intelligence in literature has a real gap in it. Phillip Tomporowski found that prior to 1985 revealed that a number of studies on the psychological benefits of physical activity were conducted during the 1950s and 1960s; however, there was a precipitous decline of publications in the 1970s and 1980s. (Tomporowski, Davis, Miller, & Naglieri, 2008, p.111). This study reviewed other studies that looked at executive function of children who participated in exercise programs. Executive functioning was defined as which involves scheduling, response inhibition, planning and working memory.. (Tomporowski, Davis, Miller, & Naglieri, 2008, p.112). The conclusion of this study found evidence accrued from research conducted over the past few years suggests that gains in children s mental functioning due to exercise training are seen most clearly on tasks that involve executive functions.. (Tomporowski, Davis, Miller, & Naglieri, 2008, p.126).

8 Time-on-task behaviors 8 In order to better serve students with special needs it is important to look at information and literature that relates to the increase of students time-on-task behaviors and how additional gross motor activities can be helpful to these students. One of the first articles looked at used yoga tapes specifically made for children and in this study it was used for children with attention issues, many times referred to as ADHD. For example, the class could engage in brief yoga exercises to help them focus prior to taking a test or settle into work after recess. (Peck, Kehle, Bray, & Theodore, 2005, 422) This study had the same findings as others they researched in that findings of this study are in concert with other studies that have shown the benefits of yoga for children. (Peck, Kehle, Bray, & Theodore, 2005, 422). There were many articles and pieces of literature looked at, as many of these studies used students/ children with varied disabilities. One study was different from the others in that it looked at and worked with students to acquire physical developmental or gross motor steps that they found to be absent in students with disabilities. Activities including things that would correct reflexes for example postural reflexes include the head-righting reflexes and segmental rolling reflexes. (Blythe, 2005, 416). In this study, The findings suggest that within the general population there exists a group of children for whom neurological dysfunction is a significant factor, and

9 Time-on-task behaviors 9 that neurological dysfunction is linked to educational performance. (Blythe, 2005, 429). Another study looked at the usefulness of a daily exercise program to promote helping students with special needs become more involved with general education classes. In this study the focus was on including students with special needs. They studied the achievement of fundamental motor skills and if these could be learned to increase educational areas. The students participated in repeated six-week exercise programs and were included in the general schedule. This study showed Early in-class intervention measures for children with physical disabilities could reduce the need for student withdrawal. (Monaghan, 2010, 42-43). This study citied the value of a physical exercise program in improving physical, social, emotional, and intellectual benefits. (Monaghan, 2010, 40).

10 Time-on-task behaviors 10 RESEARCH METHODS Research design. Pre and post data was collected to track time-on-task behavior of students with special needs with and without additional daily gross motor activities. Behaviors observed were student s working independently on writing, reading and math tasks. The independent variable will consist of students time-on-task after the added intervention. The dependent variable will be students time-on-task before the intervention of increased, daily gross motor exercise. The independent variable in this study is: Group 1 is student s pre-gross motor time- on-task, group 2 is student s post-gross motor time-on-task. The dependent variable in this study is time-on-task. Study group description. This study group will consisted of 14 students in Kindergarten through 5 th grade with special needs, both physical and mental disabilities. Of these 14 students 13 were male and 1 was female. There were 3 kindergarteners, 3 first graders, 1 second and 1 third graders, 5 fourth graders, and 1 fifth grader. In this group, 9 are diagnosed with a school label of Autism, 3 with health impairments, and 2 with emotional disorders.

11 Time-on-task behaviors 11 These students are in a school consisting of an average of 315 total students from Kindergarten through 5 th grade. The students in the test group are in the two self-contained special education classes included in this building. The students in this school fall within middle to lower class. This school currently has a free/reduced lunch rate of 52%. At this time this school is not a Title 1 school but administration is in the process of that change. Data collection methods and instruments. An observation check and tally sheet was used to track the amount of time-on-task behaviors of the above students. The teacher s observed the students attention to a given task and task completion to get an average timeon-task in minutes. The student s time-on-task behavior was tracked for 3 weeks prior to introduction of additional gross-motor, they were observed during math, reading or writing groups that were an average of 30 minutes in length. The students then participated in additional daily gross motor activities for 4 weeks. At the end of the 4 weeks students were then observed again during 30 minute academic times while continuing the additional gross motor activities.

12 Time-on-task behaviors 12 Statistical analysis methods. Summary mean will be computed for all data sets. A paired t-test was performed to compare the two sets of data from the pre-exercise period and the post-exercise period. Since the group size is so small an alpha value of 0.25 to prove or disprove the null hypothesis will be used.

13 Time-on-task behaviors 13 FINDINGS RQ: Is there a significant difference in time-on-task behavior between pregross motor activity and post gross motor activity? As shown in Table 1, a significant difference, t-test = E2; p- value = E1, Mean D = in mean scores was found between pre and post-tests. The null hypothesis was rejected since the actual p-value is which is less than 0.25 therefore there is a significant difference. Students, Pre Mean score was an average of 94 seconds of time-on-task behaviors. It was then recorded a higher mean score of time-on-task after 4 weeks of gross motor intervention, Post Mean score of 128 seconds. These findings suggest that the new daily gross motor activities should be adopted in the special education programs. There is a notable difference in the pre and post mean scores and all students in this study showed improvement in time-on-task behavior. Table 1 t-test results comparing pre and post-test scale scores for time-on-task Source Mean SD Mean D t-test df p-value Pre 94 Post E E E E1 *Note: Reject the Null Hypothesis when p-value is = or < Alpha 0.25 Mean is calculated by an average of student s time-on-task behavior in seconds.

14 Time-on-task behaviors 14 CONCLUSIONS AND RECOMMENDATIONS The findings of this study show that adding daily gross motor activities or physical exercise for students with special needs to be effective in increasing time-on-task behaviors of students. The conceptual underpinning of : additional gross motor and physical activity increases a student s ability to stay on task, was proven in this study as all students showed and increase in time-on-task. All of the students in this study had marked increase in their time-on-task behaviors. It was noted by the teachers that within 45 minutes and during the 30 minutes of reading, math or writing groups directly after the additional gross motor skills were the highest time-on-task behavior was displayed. Recommendations would be to continue these gross motor activities and permanently implement that time in the special education self-contained classrooms. It is also recommended to involve other students whom staff feel have attention difficulties begin or join the current program and see if the additional gross motor activities can be effective with those students also. An additional study that should be conducted would be to test these students in math, reading and writing skills prior to starting additional gross

15 Time-on-task behaviors 15 motor skills then testing them after a program has been started to see if there is an increase in academic skills along with time-on-task behaviors.

16 Time-on-task behaviors 16 REFERENCES Peck, H., Thomas, K.J., Bray, M.A., & Theodore, L.A. (2005). Yoga as an intervention for children with attention problems. School Psychology Review, 34, Blythe, S.G. (2005). Releasing educational potential through movement: a summary of individual studies carried out using the INPP test battery and developmental exercise programme for use in schools with children with special needs. Child Care in Practice, 11, Tomporowski, P.D., Davis, C.L., Miller, P.H., Naglieri, J.A. (2008). Exercise and children s intelligence, cognition, and academic achievement. Educational Psychological Review, 20, doi: /s Monaghan,C., (2010), An evaluation case study of a daily gross motor exercise programme for students with special educational needs in a mainstream primary school. REACH Journal of Special Needs Education in Ireland, 24,

17 Time-on-task behaviors 17 Vassiliki, D., Thomas, K., Efthimia, G., & Pavlos, K., (2010), Physical education and language integration: effects on oral and written speech of preschool children. Physical Educator, 67, Kubesch, S., Walk, L., Spitzer, M., Kammer.T., Lainburg, A., Heim, R., & Hille, K., (2009), A 30-minute physical education program improves students executive attention. Mind, Brain, and Education, 3,

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