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Individual Heart Rate Assessment and Bout Analysis of Vigorous Physical Activity in Children
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Van Camp, Carole M.; Batchelder, Sydney R.; Irwin Helvey, Casey – Journal of Applied Behavior Analysis, 2022
Children should engage in 1 hr/day of moderate-to-vigorous physical activity (MVPA) that results in increased heart rates (HRs) (CDC, 2022). However, precise individualized HR criteria for MVPA are not provided, and it is unclear whether observed behaviors classified as MVPA are associated with elevated HRs indicative of MVPA. The current study…
Descriptors: Metabolism, Physical Activity Level, Identification, Classification
Using a Group Game Increases Preschoolers' Step Count
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Alexandra N. Mercado Baez; Tyler-Curtis C. Elliott; Kevin M. Ayres – Journal of Applied Behavior Analysis, 2024
Children should engage in at least 60 min of physical activity daily to develop or maintain healthy habits (Centers for Disease Control and Prevention, 2021a). Previous research suggests that contingent attention is a powerful tool for increasing moderate to vigorous physical activity. In this study, the researchers examined the effects of a group…
Descriptors: Game Based Learning, Physical Activity Level, Physical Activities, Health Promotion
The Effect of Photographic Activity Schedules on Moderate-to-Vigorous Physical Activity in Children with Autism Spectrum Disorder
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Becerra, Lorraine A.; Higbee, Thomas S.; Vieira, Mariana C.; Pellegrino, Azure J.; Hobson, Katelin – Journal of Applied Behavior Analysis, 2021
Regular moderate-to-vigorous physical activity (MVPA) has been linked to improved bone health, muscular fitness, cognitive function, sleep, and a reduced risk of depression and obesity. Many children are not engaging in the recommended amount of physical activity. Furthermore, children with autism spectrum disorder (ASD) were found to engage in…
Descriptors: Photography, Scheduling, Physical Activities, Physical Activity Level
Incentivizing Physical Activity Using Token Reinforcement with Preschool Children
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Patel, Rutvi R.; Normand, Matthew P.; Kohn, Carolynn S. – Journal of Applied Behavior Analysis, 2019
We combined several single-subject designs to assess the effects of contingent and noncontingent token reinforcement on moderate-to-vigorous physical activity (MVPA) exhibited by 4 preschool-aged children. Higher overall levels and longer bouts of MVPA reliably occurred when tokens were delivered contingent on MVPA for 3 of the 4 children when…
Descriptors: Physical Activity Level, Preschool Children, Token Economy, Contingency Management
Using the Step It UP! Game to Increase Physical Activity during Physical-Education Classes
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Normand, Matthew P.; Burji, Carla – Journal of Applied Behavior Analysis, 2020
The Step it UP! Game is an interdependent group reinforcement contingency based on the Good Behavior Game. We evaluated the effects of the Step it UP! Game on the number of steps taken by 3rd-grade students during physical-education (PE) classes at a local public elementary school. We divided the class into 2 teams and awarded a "Step it UP!…
Descriptors: Physical Education, Games, Game Based Learning, Physical Activity Level
Evaluating Adult Interaction during the Step It UP! Game to Increase Physical Activity in Children
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Nieto, Paola; Wiskow, Katie M. – Journal of Applied Behavior Analysis, 2020
A recent intervention, the Step it UP! game (Galbraith & Normand, 2017), consists of an interdependent group contingency to increase student physical activity. In addition, previous research demonstrated that adult interaction may reinforce physical activity (Larson et al., 2014). We extended research on the Step it UP! game by comparing the…
Descriptors: Intervention, Contingency Management, Physical Activity Level, Educational Games
Effects of Student Pairing and Public Review on Physical Activity during School Recess
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Zerger, Heather M.; Miller, Bryon G.; Valbuena, Diego; Miltenberger, Raymond G. – Journal of Applied Behavior Analysis, 2017
The purpose of this study was to evaluate the effects of student pairing and feedback during recess on children's step counts. During baseline, participants wore a sealed pedometer during recess. During intervention, we paired participants with higher step counts with participants with lower step counts. We encouraged teams to compete for the…
Descriptors: Physical Activities, Recess Breaks, Intervention, Feedback (Response)