![]() ![]() ![]() Research must be conducted in order to determine which programs are effective for different groups of children, including those with developmental disabilities. It would seem logical that teachers would adopt the most effective practice for classroom implementation. Some produce more positive student outcomes than others. However, not all instructional practices are equally effective. In recent years, legislation such as the No Child Left Behind Act of 2001 or the 2004 revision of the Individual with Disabilities Education Act have prompted schools in the United States to begin choosing instructional practices that are evidence-based. These results can inform the decision-making process of selecting evidence-based practices in education. Based on these findings, it is questionable whether Brain Gym® can successfully be used with children with developmental disabilities to improve engagement. Neither intervention produced consistently positive effects for academic engagement. In this study, Brain Gym® was compared to an alternate intervention, simple physical activity, which did not conform to Brain Gym® guidelines. ![]() The purpose of this study is to investigate the effect of Brain Gym® on academic engagement for children with developmental disabilities. Brain Gym® is reported to improve various education related skills. One example of a methodology currently promoted and used in schools is an educational kinesiology program called Brain Gym®. However, it is important to question whether these methods are truly effective. Following recent legislative initiatives in education requiring evidence-based practices, schools have implemented various instructional programs characterized as evidence-based. ![]()
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