Graduation Year
2020
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Catia Cividini-Motta, Ph.D., BCBA-D
Committee Member
Kwang-Sun Blair, Ph.D., BCBA-D
Committee Member
Kimberly Crosland, Ph.D., BCBA-D
Keywords
Academic engagement, antecedent interventions, choice, classroom, disruptive behavior, physical activity
Abstract
Disruptive behaviors in the classroom have a negative impact on academic engagement and are related to teacher burnout (Abel & Sewell, 1999). Antecedent-based interventions have been shown to be effective in reducing disruptive behaviors (Watson, Timperio, Brown, Best, & Hesketh, 2017) without the need to interrupt academic instruction (Rosenthal-Malek & Mitchell, 1997). Physical activity is an example of an effective antecedent intervention (Lang, et al., 2010), however its efficacy may be related to the type of physical activity (Kern, Koegel, & Dunlap, 1984). The purpose of this study was to evaluate the effect of pre-class physical activity on disruptive classroom behaviors and assess whether choice of physical activity increases the efficacy of this intervention. A multiple-baseline with an embedded alternating treatments design was used. Results indicate pre-class physical activity was effective in reducing disruptive behavior and increasing academic engagement for two out three participants. Therefore, teachers should consider providing students with access to physical activity prior to academic instruction.
Scholar Commons Citation
Mulligan, Olivia, "Pre-Class Physical Activity: Does Choice Expand its Effect on Disruptive Behavior?" (2020). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/8263
