Is Brain Gym® an effective educational intervention?

Exceptionality

Volumn 18, Issue 1, 2010, Pages 18-30

  Spaulding, Lucinda S ^a   Mostert, Mark P ^b   Beam, Andrea P ^a  

^a LIBERTY UNIVERSITY   (United States)

^b REGENT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78650080417     PISSN: 09362835     EISSN: 15327035     Source Type: Journal    
DOI: 10.1080/09362830903462508     Document Type: Article

References (59)

1. American Academy of Pediatrics. (1968). The Doman-Delacato treatment of neurologically handicapped children. Neurology, 18, 1214-1215.
2. Ansari, D. (2008). The brain goes to school: Strengthening the education-neuroscience connection. Education Canada, 48(4), 6-10.
3. Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for Self-Regulated Strategy Development. Exceptional Children, 75(3), 303-318.
4. Balow, B. (1971). Perceptual-motor activities in the treatment of severe reading disability. Reading Teacher, 25, 513-525.
5. Barsch, R. H. (1965). The movigenic curriculum (Bulletin No. 25). Madison, WI: Department of Public Instruction (Bureau for Handicapped Children).
6. Boardman, A. G., Arguelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special education teachers' views of research-based practices. The Journal of Special Education, 39(3), 168-180.
7. ® International. (2003). A chronology of annotated research study summaries in the field of educational kinesiology. Ventura, CA: The Educational Kinesiology Foundation. Retrieved January 13, 2009, from http://www.braingym.org/brochures/BG-Research.pdf
8. ® International Website. (2008). http://www.braingym.org/
9. Bruer, J. T. (1999). In search of... brain-based education. Phi Delta Kappan, 80(9), 1-9.
10. Cammisa, K. M. (1994). Educational kinesiology with learning disabled children: An efficacy study. Perceptual Motor Skills, 78, 105-106.
11. Chard, D. J., Ketterlin-Geller, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of evidence. Exceptional Children, 75(3), 263-281.
12. Delacato, C. H. (1959). The treatment and prevention of reading problems. The neuro-psychological approach. Springfield, IL: Thomas.
13. Deschler, D. D., Schumaker, J. B., Lenz, B. K., Bulgren, J. A., Hock, M. F., Knight, J., & Ehren, B. J. (2001). Ensuring content-area learning by secondary students with learning disabilities. Learning Disabilities Research & Practice, 16(2), 96-108.
14. de los Santos, C. (2002). Improving the faculty's effectiveness in increasing the success of Hispanic students in higher education-Pronto. Journal of Hispanic Higher Education, 1, 225-237.
15. ® and me: Reclaiming the pleasure of learning. Ventura, CA. Edu-Kinesthetics.
16. ® teacher's edition-Revised. Ventura, CA: Edu-Kinesthetics.
17. Doman, C. H. (1968). The diagnosis and treatment of speech and reading problems. Springfield, IL: Thomas.
18. Doman, C. H., Spitz, E. B., Zucman, E., Delacato, C. H., & Doman, G. (1960). Children with severe brain injuries: Neurological organization in terms of mobility. Journal of the American Medical Association, 174, 257-262.
19. Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71(3), 393-447.
20. Frostig, M., & Maslow, P. (1973). Learning problems in the classroom. New York, NY: Grune & Stratton.
21. Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.
22. Getman, G. N. (1965). The visuomotor complex in the acquisition of learning skills. In J. Hellmuth (Ed.), Learning disorders (Vol. 1, pp. 49-76). Seattle, WA: Special Child Publications.
23. Goodman, L., & Hammill, D. (1973). The effectiveness of the Kephart-Getman activities in developing perceptual motor and cognitive skills. Focus on Exceptional Children, 4, 1-4.
24. Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7(5), 406-413.
25. Haigh, G. (2007, July 20). Jury is out on Brain Gym. Times Educational Supplement, 4746, 30.
26. Hallahan, D. P., & Cruikshank, W. M. (1973). Psycho-educational foundations of learning disabilities. Englewood Cliffs, NJ: Prentice-Hall.
27. Hallahan, D. P., & Mercer, C. D. (2001). Learning Disabilities: Historical Perspectives. Washington, DC: Office of Special Education Programs, U. S. Department of Education.
28. Hammill, D. D., Goodman, L., & Wiederholt, J. L. (1974). Visual-motor processes: Can we train them? Reading Teacher, 27, 469-478.
29. Hatton, J. (1993, March 29). Massage the brain-button and learn. Alberta Report, 20(15), 34-35.
30. Horner, R. H., Carr, E. G., Halle, J., McGee, C., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
31. ®: Building stronger brains or wishful thinking? Remedial and Special Education, 28(2), 117-124.
32. Individuals with Disabilities Education Improvement Act (IDEA), Public Law 108-446, 118 Stat. 2647(2004), [Amending 20 U. S. C. §1400 et seq.].
33. Itard, J. M. G. (1806/1962). The wild boy of Aveyron (G. Humphrey & M. Humphrey, trans.). New York: Appleton-Century-Crofts.
34. Kauffman, J. M. (1987). Research in special education: A commentary. Remedial and Special Education, 8, 57-62.
35. Kavale, K. A. (2007). Quantitative research synthesis: Meta-analysis of research on meeting special educational needs. In L. Florian (Ed.), The Sage Handbookof Special Education (pp. 207-221). Thousand Oaks, CA: Sage Publications.
36. Kavale, K. A., & Forness, S. R. (1995). The nature of learning disabilities: Critical elements of diagnosis and classification. Mahwah, NJ: Lawrence Erlbaum Associates.
37. Kavale, K. A., & Mattson, P. D. (1983). One jumped off the balance beam: Meta-analysis of perceptual-motor training. Journal of Learning Disabilities, 16, 165-173.
38. Kavale, K. A., & Mostert, M. P. (2004). The positive side of special education: Minimizing its fads, fancies, and follies. Lanham, MD: Scarecrow Education.
39. Kephart, N. C. (1960). The slow learner in the classroom. Columbus, OH: Merrill.
40. Kephart, N. C. (1963). Perceptual motor correlates of learning. In S. A. Kirk & W. C. Becker (Eds.), Conference on children with minimal brain impairments (pp. 13-26). Chicago, IL: National Society for Crippled Children and Adults.
41. Khalsa, G. C. K., Morris, D., & Sifft, J. M. (1988). The effects of educational kinesiology on the static balance of learning-disabled students. Perceptual and Motor Skills, 67, 51-54.
42. Lane, K. L., Kalberg, J. R., & Shepcaro, J. C. (2009). An examination of the evidence base for function-based interventions for students with emotional and/or behavioral disorders attending middle and high schools. Exceptional Children, 75(3), 321-340.
43. Malouf, D. B., & Schiller, E. P. (1995). Practice and research in special education. Exceptional Children, 61(5), 414-424.
44. Mercer, C. D., & Pullen, P. C. (2009). Students with learning disabilities (7th ed.). Upper Saddle River, NJ: Pearson.
45. Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75(3), 285-302.
46. Mostert, M. P. (1999-2000). A partial etiology of discriminative disability: Bandwagons and beliefs. Exceptionality, 8, 117-132.
47. Mostert, M. P., & Crockett, J. B. (1999-2000). Reclaiming the history of special education for more effective practice. Exceptionality, 8(2), 133-143.
48. Mostert, M. P., & Kavale, K. A. (2001). Evaluation of research for usable knowledge in behavioral disorders: Ignoring the irrelevant, considering the germane. Behavioral Disorders, 27(1), 53-68.
49. National Longitudinal Transition Study 2 (NLTS2). (2005, November). Facts from NLTS2: High School Completion by Youth with Disabilities. Menlo Park, CA: SRI International. Retrieved May 14, 2009, from www.nlts2.org/fact-sheets/nlts2- fact-sheet-2005-11.pdf.
50. No Child Left Behind. (2001). The facts about... investigating in what works. Retrieved June 15, 2008, from http://www.ed.gov/nclb/methods/whatworks/ what-works.pdf
51. Orton, S. T. (1937). Reading, writing and speech problems in children. New York, NY: Norton.
52. Ravitch, D. (1998). What if research really mattered? Education Week, 18(16), 33-34.
53. Robbins, M. (1966). The Delacato interpretation of neurological organization. Reading Research Quarterly, 1(3), 57-78.
54. Sifft, J. M., & Khalsa, G. C. K. (1991). Effect of educational kinesiology upon simple response times and choice response times. Perceptual and Motor Skills, 73, 1011-1015.
55. Stichter, J. P., Conroy, M. A., & Kauffman, J. M. (2008). An introduction to students with high-incidence disabilities. Upper Saddle River, NJ: Pearson.
56. Stone, M., & Pielstick, N. L. (1969). Effectiveness of Delacato treatment with kindergarten children. Journal of Learning Disabilities, 30, 477-481.
57. U. S. Department of Education Office of Special Education and Rehabilitative Services. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: U. S. Department of Education. Retrieved September 14, 2009, from http://www.ed.gov/inits/commissionsboards/ whspecialeducation/reports/info.html
58. Wolfe, P., & Brandt, R. (1998, November). What do we know from brain research? Educational Leadership, 8-13.
59. ® balance with Piaget's reflective processes. Journal of Adult Development, 9(3), 187-203.