Graduation Year
2024
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kimberly Crosland, Ph.D, BCBA-D.
Committee Member
Kwang-Sun Blair, Ph.D, BCBA-D.
Committee Member
Bryon Miller, Ph.D, BCBA-D
Abstract
Off-task and disruptive behavior are one of the greatest causes to loss of instructional time in the classroom. Teachers spend time addressing student challenging behaviors which consequently cuts time from their academic instruction. Antecedent exercise programs, such as Brain Breaks®, provide teachers with short physical activity videos that provide students a movement break between long periods of academics without the need for expensive equipment. This study evaluated the effects of Brain Breaks® videos to increase students’ on-task and decrease disruptive behaviors in the classroom. Three participants were included in this study, Jordan a 6-year-old male, Andrew an 8-year-old male, and Eva a 7-year-old female. Results from this study were displayed in a multiple baseline across participants and showed that Brain Breaks ® was effective, as all three participants’ level of on-task behaviors increased, and disruptive behavior decreased immediately upon implementation of Brain Breaks® compared to baseline levels. This study expands the research on Brain Breaks® to include direct observation of on-task and disruptive behaviors and supports the feasibility of technology-based interventions.
Scholar Commons Citation
Elza, Michaela C., "Using Brain Break® in the Classroom to Increase On-Task Behavior and Decrease Disruptive Behaviors of Students" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10504
