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Educational Kinesiology with learning disabled children: an efficacy study

K M Cammisa1

  • 1Department of Occupational Therapy, Medical College of Georgia, Augusta 30912.

Perceptual and Motor Skills
|February 1, 1994
PubMed
Summary

Educational Kinesiology improved perceptual motor skills in children with learning disabilities. However, academic skills did not show significant changes after the intervention. Further research is needed.

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Area of Science:

  • Neuroscience
  • Educational Psychology
  • Developmental Pediatrics

Background:

  • Educational Kinesiology (EK) utilizes specific movements to enhance brain function and learning potential.
  • EK is suggested for children with learning disabilities, but empirical evidence is scarce.
  • Existing research lacks robust validation of EK's efficacy.

Purpose of the Study:

  • To evaluate the impact of an Educational Kinesiology program on academic and perceptual-motor skills in children diagnosed with specific learning disabilities.
  • To provide empirical data on the effectiveness of EK for this population.

Main Methods:

  • A quasi-experimental design was employed, examining pre- and post-intervention scores.
  • School records of 25 students with specific learning disabilities were analyzed.

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  • Measures included standardized academic achievement tests and perceptual-motor skill assessments.

    • Main Results:

    • Significant improvements were observed in perceptual-motor skills following the Educational Kinesiology program.
    • No statistically significant changes were found in academic skills.
    • Effectiveness varied, with notable gains in motor function.

    Conclusions:

    • Educational Kinesiology is a potentially effective intervention for enhancing perceptual-motor function in children with learning disabilities.
    • The program did not demonstrate significant benefits for academic performance in this study.
    • Further investigation into EK's broader impact and underlying mechanisms is warranted.