Using Antecedent Physical Activity to Increase On-Task Behavior in Young Children
Luke, Sara; Vail, Cynthia O.; Ayres, Kevin M. (2014). Exceptional Children, v80 n4 p489-503. Retrieved from: https://eric.ed.gov/?id=EJ1048529
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examining5Students, gradePK
Practice Guide
Review Details
Reviewed: March 2026
- Practice Guide (findings for Antecedent physical activity - Luke et al. (2014))
- Single Case Design
- Meets WWC standards with reservations because it is a SCD design where the independent variable is manipulated by the researcher, each outcome is measured systematically over time by multiple assessors with a sufficient number of assessment points and inter-assessor agreement, but there are an insufficient number of phases and/or assessments per phase to meet without reservations.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
To view more detailed information about the study findings from this review, please download findings data here.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Male: 100% -
Suburban
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South
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Race Asian 20% Black 40% White 40% -
Ethnicity Other or unknown 100% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study involved students from one self-contained preschool classroom in a suburban, public elementary school in the southeastern United States. The study sessions took place in the students' normal classroom, on the playground, or inside another classroom that contained equipment designated for gross motor activities.
Study sample
Five preschool males between the ages of 3 and 5 participated in the study. All of the students had significant developmental delays. Four of the students also had speech/language impairments and three students had at least one other disability, including Fragile X syndrome, autism spectrum disorder, and Down syndrome. Two of the students were Black, two were White, and one was Asian-American. The class was taught by one certified special education preschool teacher, one paraprofessional, one half time paraprofessional, and one student teacher.
Intervention Group
The intervention involved encouraging children to engage in physical activity such as running, jumping, and using playground equipment. During each 20-minute intervention session, the teacher, student teacher, and paraprofessional staff took students to either an outside playground with metal playground equipment and a large track, or to another classroom in the school that contained equipment designed to encourage gross motor activities, including a ball pit with a slide, hula hoops, scooters, tricycles, blocks, and a trampoline. The primary goal of the intervention was for children to choose and engage in physical activities continuously for 20 minutes, with help from adults as needed. The adults did not direct students to engage in specific activities, but instead modeled activities or provided verbal and physical prompts to help children engage in physical activities. Adults prompted any children who sat down or stood still for more than 5 seconds. Outcome data were collected during 15-minute sessions back in the students' classroom, immediately following each 20-minute intervention session. These 15-minute observation periods took place during a teacher-directed group activity, such as book reading time, reviewing the calendar or days of the week, or participating in a movement song, where students were required to imitate the teacher's movements.
Comparison Group
There is no comparison group in single-case designs. Each 15-minute baseline or withdrawal session took place in the students' classroom after they arrived for the day. The procedures followed their typical daily routine. Students freely chose from 15 typical preschool self-directed centers that included toys such as blocks, dolls, and puzzles. The activities were sedentary and students were not allowed to engage in any physical exertion such as running or jumping. The adults played a responsive role by answering questions, redirecting behavior, or acknowledging the children, but did not direct children to engage in specific activities. Instead, children chose their preferred center and were required to use the center's materials for 15 minutes. Adults provided modeling and physical and verbal prompts to demonstrate activities, remind students to follow rules, guide them back to the center area, and support engagement. If a child began engaging in a physical activity, such as running, the teacher would redirect them to a center. Outcome data were collected during 15-minute periods, immediately following each baseline or withdrawal session. These 15-minute observation periods took place during a teacher-directed group activity, such as book reading time, reviewing the calendar or days of the week, or participating in a movement song, where students were required to imitate the teacher's movements.
Support for implementation
The class was taught by one certified special education preschool teacher, one paraprofessional, one half time paraprofessional, and one student teacher. The study does not describe training or support for implementation that was provided to the teachers and paraprofessionals.
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Study findings for this report.
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