{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/657"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/657","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Incorporating daily physical activity in kindergarten children with disabilities: effect on classroom behavior and activity engagement","abstract":"Children with disabilities often experience challenges staying on-task during instructional time in a classroom which is why this an important area of study for teachers and researchers. Physical activity has been shown to have a positive impact on classroom behavior. The purpose of this study was to determine the effectiveness of implementing 4 5-min breaks of daily physical activity (DPA) in a kindergarten classroom of children with disabilities at improving on-task behavior and reducing self-stimulatory behavior (n=14). A secondary purpose was to determine the level of engagement and feasibility of incorporating a DPA program in a classroom of children with disabilities. Classroom Behavior: Results indicated significant increases in on-task behavior from baseline measures to follow-up measures, immediately following 5-minutes of DPA, and from baseline to intervention phase. In addition, self-stimulatory behaviors also significantly reduced in participants who exhibited self-stimulatory behavior. Engagement and Feasibility: Results indicated significant improvements in engagement during DPA from week 1 to week 4. Conclusion: The results of this study indicate that incorporating 4 5-minute bouts of DPA in a classroom of children with disabilities is effective at increasing time on-task and reducing self-stimulatory behaviors. In addition, the DPA program was feasible and engagement level was achieved in students. These findings warrant future research with greater ranges of age groups and a longitudinal study design for children with disabilities.","abstract_html":"Children with disabilities often experience challenges staying on-task during instructional time in a classroom which is why this an important area of study for teachers and researchers. Physical activity has been shown to have a positive impact on classroom behavior. The purpose of this study was to determine the effectiveness of implementing 4 5-min breaks of daily physical activity (DPA) in a kindergarten classroom of children with disabilities at improving on-task behavior and reducing self-stimulatory behavior (n=14). A secondary purpose was to determine the level of engagement and feasibility of incorporating a DPA program in a classroom of children with disabilities. Classroom Behavior: Results indicated significant increases in on-task behavior from baseline measures to follow-up measures, immediately following 5-minutes of DPA, and from baseline to intervention phase. In addition, self-stimulatory behaviors also significantly reduced in participants who exhibited self-stimulatory behavior. Engagement and Feasibility: Results indicated significant improvements in engagement during DPA from week 1 to week 4. Conclusion: The results of this study indicate that incorporating 4 5-minute bouts of DPA in a classroom of children with disabilities is effective at increasing time on-task and reducing self-stimulatory behaviors. In addition, the DPA program was feasible and engagement level was achieved in students. These findings warrant future research with greater ranges of age groups and a longitudinal study design for children with disabilities.","abstract_has_math":false,"creators":["Hibbs, Natalyn"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Health Sciences (MHSc)","degree_level":null,"degree_discipline":"Kinesiology","degree_department":null,"school":null,"contributors":[],"advisors":["Lloyd, Meghann"],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-04-01","date_published":"2016-04-01","updated_at":"2026-07-24T05:35:41Z","subjects":["Children","Daily physical activity","Disabilities","On-task behavior","Self-stimulatory behavior"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/657","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Lloyd, Meghann"]},{"key":"dc:creator","label":"Author","values":["Hibbs, Natalyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-06-17T14:46:53Z","2022-03-29T16:55:02Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-06-17T14:46:53Z","2022-03-29T16:55:02Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-04-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Kinesiology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Health Sciences (MHSc)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Children","Daily physical activity","Disabilities","On-task behavior","Self-stimulatory behavior"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/657"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Children with disabilities often experience challenges staying on-task during instructional time in a classroom which is why this an important area of study for teachers and researchers. Physical activity has been shown to have a positive impact on classroom behavior. The purpose of this study was to determine the effectiveness of implementing 4 5-min breaks of daily physical activity (DPA) in a kindergarten classroom of children with disabilities at improving on-task behavior and reducing self-stimulatory behavior (n=14). A secondary purpose was to determine the level of engagement and feasibility of incorporating a DPA program in a classroom of children with disabilities. Classroom Behavior: Results indicated significant increases in on-task behavior from baseline measures to follow-up measures, immediately following 5-minutes of DPA, and from baseline to intervention phase. In addition, self-stimulatory behaviors also significantly reduced in participants who exhibited self-stimulatory behavior. Engagement and Feasibility: Results indicated significant improvements in engagement during DPA from week 1 to week 4. Conclusion: The results of this study indicate that incorporating 4 5-minute bouts of DPA in a classroom of children with disabilities is effective at increasing time on-task and reducing self-stimulatory behaviors. In addition, the DPA program was feasible and engagement level was achieved in students. These findings warrant future research with greater ranges of age groups and a longitudinal study design for children with disabilities."]},{"key":"dc:title","label":"Title","values":["Incorporating daily physical activity in kindergarten children with disabilities: effect on classroom behavior and activity engagement"]}]}],"canonical_facts":{"dc:contributor.advisor":["Lloyd, Meghann"],"dc:creator":["Hibbs, Natalyn"],"dc:date.accessioned":["2016-06-17T14:46:53Z","2022-03-29T16:55:02Z"],"dc:date.available":["2016-06-17T14:46:53Z","2022-03-29T16:55:02Z"],"dc:date.issued":["2016-04-01"],"dc:description.abstract":["Children with disabilities often experience challenges staying on-task during instructional time in a classroom which is why this an important area of study for teachers and researchers. Physical activity has been shown to have a positive impact on classroom behavior. The purpose of this study was to determine the effectiveness of implementing 4 5-min breaks of daily physical activity (DPA) in a kindergarten classroom of children with disabilities at improving on-task behavior and reducing self-stimulatory behavior (n=14). A secondary purpose was to determine the level of engagement and feasibility of incorporating a DPA program in a classroom of children with disabilities. Classroom Behavior: Results indicated significant increases in on-task behavior from baseline measures to follow-up measures, immediately following 5-minutes of DPA, and from baseline to intervention phase. In addition, self-stimulatory behaviors also significantly reduced in participants who exhibited self-stimulatory behavior. Engagement and Feasibility: Results indicated significant improvements in engagement during DPA from week 1 to week 4. Conclusion: The results of this study indicate that incorporating 4 5-minute bouts of DPA in a classroom of children with disabilities is effective at increasing time on-task and reducing self-stimulatory behaviors. In addition, the DPA program was feasible and engagement level was achieved in students. These findings warrant future research with greater ranges of age groups and a longitudinal study design for children with disabilities."],"dc:identifier.uri":["https://hdl.handle.net/10155/657"],"dc:language.iso":["en"],"dc:subject":["Children","Daily physical activity","Disabilities","On-task behavior","Self-stimulatory behavior"],"dc:title":["Incorporating daily physical activity in kindergarten children with disabilities: effect on classroom behavior and activity engagement"],"dc:type":["Thesis"],"thesis:degree_discipline":["Kinesiology"],"thesis:degree_name":["Master of Health Sciences (MHSc)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:41Z"}