Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has been used to target and ameliorate disruptive student behavior for students with learning and behavioral disabilities. A review of two movement-based interventions – Brain Gym® and antecedent bouts of exercise – reveals different levels of research support. Brain Gym®, a commercial movement-based curriculum, is not supported by extant empirical research. Alternatively, a growing body of research empirically supports antecedent bouts of exercise as an effective behavioral intervention. This chapter provides a description and review of research for each intervention. Implications for instructional practice and recommendations are provided.
Ruhaak, A.E. and Cook, B.G. (2016), "Movement as Behavioral Moderator: What Does the Research Say?", Instructional Practices with and without Empirical Validity (Advances in Learning and Behavioral Disabilities, Vol. 29), Emerald Group Publishing Limited, pp. 111-134. https://doi.org/10.1108/S0735-004X20160000029008Download as .RIS
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