![]() ![]() Method: This study was completed using a non-equivalent control design. Ed.īackground: The purpose of the study was to determine whether the Brain Gym activities have an effect on the reading abilities of students in third, fourth and fith grade classrooms, as indicated by comparison of standardized test scores taken in May 1998 and May 1999. Results: The following chart shows the percentage of students achieving the high levels of 3 & 4 (equals A & B), in the years before and after the use of Brain Gym. Twomey utilized Brain Gym movements with "at risk" students at Breslau School in Ontario, Canada. #2 - Research by Liz Jones Twomey, Teacher, Ontario, Canada The changes in Cognitive Skill development were dramatic, especially considering that these are certified Special Ed Students considered to have limited potential to make academic progress.įrom an observational standpoint, these students were able to: relax and have fun in the classroom & enjoy the learning process, carry on intelligent conversations about something important to them, focus their attention on a task for a long enough period to complete it, show care and concern for the other students in the class & their teachers, listen quietly as others shared ideas, work well with other students on projects, come to an equitable understanding following a fight, stand up for themselves in a confident & postive way when being abused by others, confidently express their creativity in a myriad of ways, appropriately express affection, exhibit some use of inner speech for deductive reasoning and control of their own behavior, experience success & celebrate the success of others. Results: All students showed 1-2 years growth in reading and comprehension most also showed 1 or more years growth in math. During the year, a basic program was initiated that included Brain Gym several times during the day for a few minutes each time, with individual Brain Gym work as the learner called for it. Method: Pre-tests and post-tests were completed using the Brigance Inventory of Basic Skills. Prior to beginning the program, students exhibited one or more of the following behavior patterns: Hyperactivity, Attention Problems, Disruptive, Learning Difficulties, Inability to control behavior in alignment with social norms, Marked discrepancy between seemingly high verbal skills and inability to communicate effectively, Erratic/non-graceful or poorly controlled movements. Hannaford implemented a year long program in Hawaii School District, incorporating Brain Gym in the classroom with nineteen 5th graders in Special Education. #1 Research by Carla Hannaford, Ph.D, Biologist and Educatorīackground: In 1989-90, Dr. Nicolson and Fawcett: Annals of Dyslexia 1994: (Deficits in cognitive and motor skills among children with dyslexia.)īudde and Voelcker-Rehage, Neuroscience Letters 2008: (Acute Coordinative Exercise Improves Attentional Performance in Adolescents.) Pope and Whitely: European Journal of Special Needs Education 2003: (Cerebellar/vestibular brain function linked to exercise-based interventions.) Pinilla and Ying: Journal of Neurophysiology 2002 : (Voluntary Exercise induces sequence that promotes neuroplasticity.) Movement-Based Research (outside of Brain Gym): Peer-reviewed controlled study at Cal Poly by Khalsa, Morris, and Sifft, published in Perceptual and Motor Skills 1987. The Brain Gym® International websites are a good place to go for clear information and research on Brain Gym, for inspiring success stories, and for Instructors and Seminars world-wide: and Īvailable at the following excellent books: Smart Moves, Making The Brain/Body Connection, Brain Gym® Teachers Edition, Brain Gym® For Business, I Am The Child: Using Brain Gym® With Kids Who Have Special Needs, Hands On: How To Use Brain Gym® In The Classroom, Brain Gym and Me, and many others. The following resources may help you develop a greater understanding of Brain Gym and its benefits to you and your children. ![]()
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