An Active Classroom Intervention to Improve Physical Activity, On-Task Behavior, and Academic Achievement Outcomes for Students with Disabilities

Autor/inn/en	Aspiranti, Kathleen B.; Michaliszyn, Sara Fleet; Dula, Mark E.; Tischner, Clair; Fedewa, Alicia L.
Titel	An Active Classroom Intervention to Improve Physical Activity, On-Task Behavior, and Academic Achievement Outcomes for Students with Disabilities
Quelle	In: Psychology in the Schools, 60 (2023) 11, S.4545-4562 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aspiranti, Kathleen B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23000
Schlagwörter	Students with Disabilities; Grade 4; Grade 5; Grade 7; Grade 8; Physical Activity Level; Time on Task; Student Behavior; Academic Achievement; Classroom Design; Furniture; Reading Fluency; Reading Comprehension; Intervention + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Zeitaufwand; Student behaviour; Schülerverhalten; Schulleistung; Klassenraumgestaltung; Möbel; Leseverstehen
Abstract	Many children with disabilities engage in less physical activity compared to their peers. This pilot-feasibility study examines the effects of movement-based desk and alternative seating on classroom physical activity, time on task, reading fluency, and reading comprehension scores in fourth/fifth and seventh/eighth-grade children with disabilities. Using a cross-over 8-week design, action desks were included in fourth/fifth (N = 14) and seventh/eighth (N = 21) grade classrooms for students with disabilities. Levels of physical activity were measured using accelerometers; reading ability was assessed using AIMSweb Oral Reading Fluency and MAZE probes; time on task was measured using video recordings over 3 consecutive days. Data were collected at 0-week, 4-week, 8-week, 12-week, and 16-week time points. A significant increase in metabolic equivalent was seen in fourth/fifth graders and a significant decline in time spent in sedentary activity were observed in both fourth/fifth and seventh/eighth graders. The fourth/fifth graders increased their time spent in moderate physical activity and time on task during the intervention whereas seventh/eighth graders improved oral reading fluency. How a physical activity-based classroom may be an effective intervention in students with disabilities to improve levels of physical activity and improve academic learning is discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01