| Following the newest legislation regarding education, there have been new instructional methods implemented in the school system claiming to be "research-based". However, it is questionable whether some of these methods are effective, and many have not been empirically validated. One of the methods implemented is an educational kinesiology based program called Brain GymRTM. The purpose of this study is to empirically investigate the effect of Brain GymRTM movements on academic engagement for children with disabilities using an alternating treatments design. Neither intervention (Brain GymRTM or non-Brain GymRTM movements) showed positive consistent effects for on-task behavior during instruction. Based on the findings in the current research, Brain GymRTM would not be considered a research-based practice. These results will aid in the decision-making process of accepting or rejecting researched-based practices in education. |
