Using Behavior Analysis and Therapy to Teach Dance to Neurodiverse Children in Day Treatment Education Program
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| Title: | Using Behavior Analysis and Therapy to Teach Dance to Neurodiverse Children in Day Treatment Education Program |
|---|---|
| Language: | English |
| Authors: | Brianna M. Anderson (ORCID |
| Source: | Journal of the International Society for Teacher Education. 2024 28(2):6-26. |
| Availability: | International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: https://journals.library.brocku.ca/index.php/jiste |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Dance Education, Community Programs, Behavior Problems, Psychomotor Skills, Social Emotional Learning, Instructional Effectiveness, Therapy, Teaching Methods, Elementary School Students, Applied Behavior Analysis, Program Effectiveness, Motor Development, Day Programs, Behavior Disorders, Anxiety Disorders, Mental Disorders, Drug Therapy, Student Attitudes, Outcomes of Treatment |
| DOI: | 10.26522/jiste.v28i2.4787 |
| ISSN: | 1029-5968 2521-6015 |
| Abstract: | Neurodiverse children in day treatment programs often experience behavioral challenges that limit their opportunities to engage in recreational physical activities. These activities are important for physical health and aid in developing motor and socio-emotional skills. The present study used an explanatory sequential mixed methods design to evaluate the effectiveness of "Dance With A B-E-A-T!" (Behavior-Analysis-and-Therapy), a community-based program combining dance with applied behavior analysis (e.g., modeling, reinforcement), to teach three dance sequences to five neurodiverse participants (7-9 years) in a day treatment program. Within five sessions, the mean percentage of steps completed correctly increased from a combined average of 31.5% (range = 18.9-52.0%) to 61.4% (range = 53.3-72.0%) for all three dance sequences, two of which were statistically significant (p < .05). The participants described their experience as "fun", "good", and "happy", and program counselors reported high consumer satisfaction, suggesting "Dance With A B-E-A-T!" benefited both participants and staff. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457774 |
| Database: | ERIC |
| Abstract: | Neurodiverse children in day treatment programs often experience behavioral challenges that limit their opportunities to engage in recreational physical activities. These activities are important for physical health and aid in developing motor and socio-emotional skills. The present study used an explanatory sequential mixed methods design to evaluate the effectiveness of "Dance With A B-E-A-T!" (Behavior-Analysis-and-Therapy), a community-based program combining dance with applied behavior analysis (e.g., modeling, reinforcement), to teach three dance sequences to five neurodiverse participants (7-9 years) in a day treatment program. Within five sessions, the mean percentage of steps completed correctly increased from a combined average of 31.5% (range = 18.9-52.0%) to 61.4% (range = 53.3-72.0%) for all three dance sequences, two of which were statistically significant (p < .05). The participants described their experience as "fun", "good", and "happy", and program counselors reported high consumer satisfaction, suggesting "Dance With A B-E-A-T!" benefited both participants and staff. |
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| ISSN: | 1029-5968 2521-6015 |
| DOI: | 10.26522/jiste.v28i2.4787 |
