Effects of Music and Movement on Attention of Kindergarten Students in an Integrated Classroom

Abstract

The purpose of this study was to investigate the effects of a music and movement program on the attention spans of 5 year old kindergarten students in an integrated classroom. This was a single subject design using 15 children who have been identified based on special education needs or otherwise randomly assigned to the classroom. Of the 15 students, the classroom consisted of 7 students with disabilities (as defined by this study), and 8 students who were typically developing. The attention span of these students was tracked during morning circle time routines to determine the percentage of time that students were on-task and off-task. This data was further evaluated to determine the differences between students with disabilities and students who are typically developing. Both groups of students showed similar percentages of time attending during the collection of baseline data. After three weeks, a program titled, "Me Moves" was introduced to students. "Me Moves" is a video-based program that introduces upper body bilateral movements set to music that is intended to increase focus for people of all ages. Data was then collected on the attention spans of these students during circle time routines after participating in the program. All students showed an increase of on-task behavior during circle time after performing "Me Moves" prior to their routines. These findings suggest that 5- year-old students who are both typically developing and who have special education needs have increased attention spans after the use of a music and movement program, more specifically "Me Moves."