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| Using Physical Activity to Promote Effective Behavior |
| Tuesday, May 31, 2005 |
| 10:30 AM–11:20 AM |
| Williford B (3rd floor) |
| Area: EDC |
| Chair: Suneeta Kercood (Butler University) |
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| The Effects of Yoga Practice on Motor Planning Ability and on Auditory Processing Skills |
| Domain: Applied Research |
| LINA SLIM-TOPDJIAN (A Step Ahead Program, Child Development Clinic), Anjalee S. Nirgudkar (A Step Ahead Program, Child Development Clinic) |
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| Abstract: The current study investigates the effects of the practice of yoga postures on motor planning ability and auditory processing skills. Motor planning ability is defined as the ability to accurately and fluently carry-out the sequence of events in a motor task, without interruption, within 3 sec. of the vocal antecedent. Auditory processing is defined as the ability to hear the vocal instruction and demonstrate understanding of the information heard by executing the corresponding behavior or motor task, completely. The experimental design used is a single-subject pre- and post-design. Preliminary results indicate a trend toward increased ability to accurately and fluently complete a motor task, and improved ability to comprehend aurally presented vocal antecedents, following a yoga practice regiment. This study will be useful in the treatment of children with special needs. |
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| The Effects of Fine Motor Tactile Stimulation on the Problem Solving of Students with ADHD in Visual and Auditory Tasks |
| Domain: Basic Research |
| SUNEETA KERCOOD (Butler University), Janice A. Grskovic (Indiana University Northwest), Arlene M. Hall (Murry State University) |
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| Abstract: Humans have a biologically determined level of optimal stimulation, and when there is insufficient stimulation, will initiate stimulation-seeking activity to create a state of homeostasis (Hebb, 1955). Students with ADHD exhibit increased verbalizations, motor activity, and lower levels of sustained attention during routine repetitive tasks (Zentall & Zentall, 1983). Use of large muscle activity, such has running (Bass, 1983), and fine motor activity (Grskovic et al., 2004) resulted in increases in sustained attention and reduction in excessive motor and problem behavior of students with ADHD. This study evaluated the effectiveness of fine motor physical activity with a tactile stimulation object during two conditions of math problem solving, visual and auditory. Eight 4th and 5th grade students with ADHD participated. Using an alternating treatments design, students solved math story problems, presented on worksheets or verbally during two conditions, with and without a tactile stimulation object (squoosh ball). Students were asked to solve as many problems as they could during a 20 minute time period. Motor behavior, recorded from videotape, and number of correctly completed word problems were measured. Results suggest, that fine motor manipulation of a tactile stimulation object reduced excessive motor movement and increased task completion of students with ADHD). |
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