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The Effects of a Gross Motor Develop...

Sullivan, Christine.

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The Effects of a Gross Motor Development Program on Executive Functions in Children With Intellectual Disabilities, Autism Spectrum Disorders, Attention Deficit-Hyperactivity Disorders, and Learning Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of a Gross Motor Development Program on Executive Functions in Children With Intellectual Disabilities, Autism Spectrum Disorders, Attention Deficit-Hyperactivity Disorders, and Learning Disabilities./
Author:	Sullivan, Christine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	209 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286132
ISBN:	9781369834932

The Effects of a Gross Motor Development Program on Executive Functions in Children With Intellectual Disabilities, Autism Spectrum Disorders, Attention Deficit-Hyperactivity Disorders, and Learning Disabilities.
Sullivan, Christine.

The Effects of a Gross Motor Development Program on Executive Functions in Children With Intellectual Disabilities, Autism Spectrum Disorders, Attention Deficit-Hyperactivity Disorders, and Learning Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 209 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Current research supports the theory that regular exercise contributes to improved states of physical and mental health. Gross motor experiences are integral parts of development and may impact health, well-being, and academic achievement. Researchers have found a relationship between exercise and executive functions (EF) in typically developing children. In the current study, a pretest-posttest control group design was used to examine the effectiveness of a targeted gross motor development program in relation to EF tasks among 28 children, in order to ascertain whether a cognitive-based intervention affected participant and teacher-completed ratings of student performance on tasks of EF and mood. Participants were 7--15 years of age, with ID, ASD, ADHD, or LD, and were randomly assigned from grade level blocks to either the treatment condition (gross motor intervention) or control group (no gross motor intervention). Pretest and posttest scores were based on teacher ratings of the EFs of the participants using the BRIEF rating scale, Behavior Regulation Index (BRI), Metacognitive Index (MI), and the Global Executive Composite (GEC) and on student scores on the Modified Mood Rating Scale (MMRS) and NEPSY-II subtests: (1) Inhibition and Set-Shifting, (2) Cognitive Flexibility, (3) Planning and Organizing, and (4) Working Memory.

ISBN: 9781369834932Subjects--Topical Terms:

516693
Special education.

The Effects of a Gross Motor Development Program on Executive Functions in Children With Intellectual Disabilities, Autism Spectrum Disorders, Attention Deficit-Hyperactivity Disorders, and Learning Disabilities.
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245 1 4 $a The Effects of a Gross Motor Development Program on Executive Functions in Children With Intellectual Disabilities, Autism Spectrum Disorders, Attention Deficit-Hyperactivity Disorders, and Learning Disabilities.
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300 $a 209 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Linda Hickson.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
520 $a Current research supports the theory that regular exercise contributes to improved states of physical and mental health. Gross motor experiences are integral parts of development and may impact health, well-being, and academic achievement. Researchers have found a relationship between exercise and executive functions (EF) in typically developing children. In the current study, a pretest-posttest control group design was used to examine the effectiveness of a targeted gross motor development program in relation to EF tasks among 28 children, in order to ascertain whether a cognitive-based intervention affected participant and teacher-completed ratings of student performance on tasks of EF and mood. Participants were 7--15 years of age, with ID, ASD, ADHD, or LD, and were randomly assigned from grade level blocks to either the treatment condition (gross motor intervention) or control group (no gross motor intervention). Pretest and posttest scores were based on teacher ratings of the EFs of the participants using the BRIEF rating scale, Behavior Regulation Index (BRI), Metacognitive Index (MI), and the Global Executive Composite (GEC) and on student scores on the Modified Mood Rating Scale (MMRS) and NEPSY-II subtests: (1) Inhibition and Set-Shifting, (2) Cognitive Flexibility, (3) Planning and Organizing, and (4) Working Memory.
520 $a ANCOVA, with corresponding pretest scores as the covariate, was conducted to compare groups on the BRIEF and NEPSY-II scores. On the Inhibition and Set-Shifting subtest of the NEPSY-II, a statistically significant difference was found between the treatment group and the control group, in favor of the treatment group. ANCOVA on the Working Memory (Word List recall) subtest of the NEPSY-II also yielded a statistically significant difference, again in favor of the treatment group. Frequencies and percentages for post-session mood ratings on the MMRS were examined. Compared to the control group, the gross motor intervention group appeared to maintain higher rates of sustained happiness based on post-session ratings.
520 $a Results suggest that gross motor development interventions that focus on EF skills may impact inhibition and set-shifting and working memory of participants in positive ways. Implications for program development and implementation are discussed.
590 $a School code: 0055.
650 4 $a Special education. $3 516693
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773 0 $t Dissertation Abstracts International $g 78-10A(E).
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