Creating Supportive Environments

The Active ClassroomSupporting Students With

Attention Deficit HyperactivityDisorder Through Exercise

Christopher F. Mulrine

Mary Anne Prater

Amelia Jenkins

Ms. Kaus students are full of life andenergy but many have trouble stayingfocused and are easily distracted.Several are diagnosed with attentiondeficit hyperactivity disorder (ADHD).She read an article suggesting that regu-lar movement could assist students withconcentration as well as helping themcontrol impuisivity. Intrigued with thisidea. Ms. Kau started incorporatingclassroom transition exercises, lessonenergizers, and structured movementgames for recess. She even talked withthe physical education teacher toexplore using structured physical move-ment games in her students' gym class.As a result of these changes, all of her

students, not just those with ADHD, arefocusing better and paying closer atten-tion in class.

Teachers face many challenges intheir daily effort to meet the needs ofand ensure success for a diverse groupof students, including students who areinattentive and have trouble stayingfocused and on task. All students, espe-cially those with ADHD, need exercise;it assists them with concentration andprovides an outlet for healthy impulsedischarge, helping to control impuisivi-ty. Establishing a classroom environ-ment that encourages beneficial move-ment throughout the school day—dur-ing content lessons, transitions, and viaspecialized games for recess and indoorrainy day activities—can improveresults for students with ADHD, helpreduce problematic classroom behavior,and better focus students' attention oncontent instruction.

ADHD is defined as a "persistent pat-tern of inattention and/or hyperactivity-impulsivity that is more frequently dis-played and more severe than is typical-ly observed in individuals at a compara-ble level of development" (AmericanPsychiatric Association, 2000, p. 85).Such inattention, hyperactivity and/orimpuisivity make it difficult for studentswith ADHD to focus their attention long

enough or well enough to learn.Students with ADHD often exhibit defi-cient study skills and general disorgani-zation that cause significant academic,behavioral, and social problems stem-ming from the inability to pay attention(Slavin, 2003). More specifically, typicalbehaviors include inattentiveness dur-ing work or play, not completingassigned tasks, not listening to or fol-lowing directions, losing materials, inat-tention to details resulting in mistakes,and difficulty awaiting turns (Prater,2007).

Students with ADHD are easily dis-tracted and teachers may find them-selves constantly redirecting the stu-dents' attention. Students have difficul-ty staying on task and, as a result, maynot complete assignments on time.Teachers often require students withADHD to make up tbese assignmentsduring nonacademic classes, recess,gym time, or after school. This, unfortu-nately, does not allow tbe students theopportunity to engage in physical activ-ities that provide tbem appropriate timefor movement and give their minds aneeded rest from academics. There iseven evidence that indicates keepingstudents with ADHD from exercise mayactually cause some classroom-relatedproblems (Holtkamp et al.. 2004). Ms.Kau, tbe teacher in our opening sce-

16 • COUNCIL FOR EXCEPTIONAL CHILDREN

nario, might be on the righl track:Incorporating physical movement activ-ities into her classroom routine helps allof her students, including those withADHD, to be better focused and to stayon task for longer periods of time.

of Exttrcistt for AllStudantaThere is research evidence that imple-menting exercise activities throughoutthe clay can help improve academic per-formance and reduce disruptive class-room and social problem behaviors(Barkley. 2004; Majorek, T\ichelmann. &Heusser, 2004). The physical educationliterature base is replete with studiesstating the benefits of exercise and itseffects on learning (see box, "Benefits ofExercise on Student Learning"). Exer-cise helps students to cope more effec-tively with stress, and promotes positiveself-image, clearer thought, andimproved memory (Akande, VanWyk, &Osagie, 2000). In addition, exercise canincrease activity in the parts of the braininvolved in memory, attention, spatialperception, language, and emotion(Olsen. 1994); there are indications thatmovement can strengthen learning andmemory and boost learner motivationand morale (Jensen, 2005). Exercisingjust 30 min a day, 3 to 5 days a weekhas been shown to have advantagesUambor. 1999).

Keeping students with ADHD from

exercise may actually cause someclassroom-related problems.

However, despite these findings,exercise for students in this countryappears to be on the decline, correspon-ding to obesity rates for children unpar-alleled in any other time in history. Alack of physical exercise has resulted inAmerican children becoming moreobese since the 1960s [Hinkle, 1992).There also has been a dramatic increasein the number of children with Type 2diabetes—a disease once limited tosedentary, overweight adults (MayoClinic, n.d.). Research further suggeststhat children's cardiovascular healthand fitness suffer when they are

Benefits of Exercise on StudentLearning

An experimental group got four timesmore exercise per week than the con-trol group, but their "loss" in studytime did not result in lower academicscores (Dwyer, Blizzard. & Dean,1996).

In a Canadian study of more than 500school children, those who spent anextra hour each day in a gym class faroutperformed at exam time those whodidn't exercise (Hannaford, 1995).

Among three test groups, the one thathad vigorous aerobic exercise im-proved short-term memory, reactiontime, and creativity (Michaud & Wild,1991).

Children engaged in daily physicaleducation showed superior motor fit-ness, academic performance, and atti-tude towards school as compared totheir counterparts who did not partic-ipate in daily physical education(Pollatschek & O'Hagan, 1989).

deprived of physical activity, or play, forlong periods of time (Pellegrini & Smith,1998). How does this impact education?Teachers should not only be concernedwith the physical health benefitsderived from exercise, but also need tobe aware of the positive impact of exer-cise and movement on classroom learn-ing for all students, especially for thosewith ADHD.

Baneflts of Exercise forStudente WHh ADHDIf, indeed, our bodies are designed tomove and to learn while moving(Samaras. Straits. & Patrick, 1998), havethese findings on exercise and learningbeen assimilated into the special educa-tion literature base as a viable strategyfor teaching students, especially thosewith ADHD? Harvey and Reid (2003)reviewed 49 empirically based studiespublished between 1949 and 2002 onmovement skill performance and physi-cal fitness of children with ADHD. Theirreview of the literature found that: (a)children with ADHD are at risk formovement skill difficulties, (b) childrenwith ADHD are at risk for poor levels of

physical fitness, (c) there is comorbiditybetween ADHD and developmentalcoordination disorder, and (d) few inter-ventions have focused on movementperformance and physical fitness ofchildren with ADHD. In a related study.Barkley (2004) concluded that physicalexercise, which has received limitedattention for management of disruptivebehavior for children and adolescentswith ADHD, needs further and more rig-orous study as a relatively harmless,socially acceptable form of treatment.

Neuroscience. through the use ofbrain imaging studies, is providing addi-tional information on the topic of phys-ical activity and learning. Brain imag-ing—examining differences in bloodflow to various brain regions—is beingused to study the impact of exercise onlearning performance in children withADHD (Murray. 2000). Exercise impactsoxygen levels in the brain, with result-ing effects on brain chemistry, cerebralmetabolism, and growth and develop-ment, establishing the link betweenexercise and learning (Coco & Sweigard.2004; Dustman, Emmerson, & Shearer,1990; Putnam, 2001). Oxygen is essen-tial for brain function, and enhancedblood flow increases the amount of oxy-gen transported to the brain. Physicalactivity and exercise increase blood flowand allow for more oxygen and nour-ishment to flow to the different parts ofthe brain through the blood vessels,arteries, capillaries, and veins (Han-naford. 1995;Jensen, 2005).

Related research on neurochemicalreactions in the brain is investigatinghow exercise affects the behavioral anddopaminergic-like responses in childrenwith ADHD. In preliminary findings.Tantillo, Kesick, Hynd. & Dishman(2002) cautiously stated that vigorousexercise might have the potential fortreating the management of behavioralfeatures of ADHD, but they suggestedthat further study is needed. Further,Wendt (2000) found that 40 min per dayof exercise 5 days a week for 6 weekssignificantly improved the behavior ofADHD students; students who run orjog may reduce the incidence of conductand oppositionai problems, in additionto helping them modify their disruptiveclassroom behaviors (Wendt, 2001).

TEACHING EXCEPTIONAL CHILDREN • MAY/JUNE 2008 • 17

Neuroscience research clearly indi-cates a litik between physical activityand brain function, and further indi-cates a relationship between physicalactivity and improved educational per-formance (Jensen, 2008; Labounty,2007; Pierson, 2004). Additional studieshave suggested a link between physicalactivity and behavior and academic per-formance of children with ADHD (Hall,2007; Van Puymbroeck, 2006). Theseresults have clear implications for class-room practice, and can be translatedinto everyday teaching activities toimprove chances for success for stu-dents with ADHD.

liMef|KH«ring ExercisaAcfivHies Into Ifae DallyCltusroom Schedul*

How can teachers translate these find-ings into effective classroom learningactivities? It is especially appropriate toallow the student with ADHD opportu-nities for controlled movement and todevelop a repertoire of physical activi-ties for the entire class (such as stretchbreaks; LD Online. 1998). Sitting quiet-

ly in a chair and staying focusedrequires effort for all students, especial-ly those with ADHD. Conventional wis-dom tells us that students need breaksfrom learning and can focus betterwhen provided breaks throughout theday; unstructured breaks from demand-ing cognitive tasks seem to facilitateboth learning and social competence(Pellegrini & Bohn, 2005). Incorporatingmovement into classroom life can beaccomplished by creating a classroomenvironment that encourages beneficialmovement throughout the school day.during subject transition times and con-tent lessons, as well as structured move-ment games for recess and gym (seebox, "Tips for Creating an ActiveLearning Environment").

Incorporate Movement ActivitiesDuring Transition Times

TVansitions from one lesson or class toanother are particularly difficult for stu-dents with ADHD; if prepared for thesetransitions, students are more likely tostay on task (U.S. Department ofEducation, 2004). Students, especially

Tips for Creating An Active Learning Enviranment

/ Don't sit at your desk. Move around as you teach.

/ Discuss your own personal exercise routines with your students.

/ Have students stand up and move around—give them the job of collecting andhanding out papers.

/ Don't allow your students to sit for more than 30 minutes at a time.

/ When giving instructions, have your students stand or sit on the carpet.

/ Allow students to run errands within the school building {not just the well-behaved students).

/ Limit student time on computer games and limit the use of videotapes. Go out-§ side instead!

/ Have your students use music, movement, and dance when cleaning or tidyingup the classroom.

/ Allow students to pick some type of movement activity for the entire class afterlunch. Some ideas might include walking, nmning in place, yoga exercises, or

1 playing catch.

/ Hold classroom parties outside.

/ Have your class design a mini "field day" full of noncompetitive fun. Create sta-tions such as obstacle courses, games, dance activities, or tag. Make certain toinclude rest stations and water breaks! Enlist the help of your school's physicaleducation teachers.

y Don't meh when it rains! Seek indoor opportunities for physical activity on daysthat the weather doesn't permit outdoor play. Play indoor movement games likeDuck, Duck, Goose, or have a dance party.

Classroom TransiHon MovementActivities

/ Have students open the windowsand door.

/ Ask students to stand at their deskand take several deep breaths.

/ Have students do simple stretchingexercises such as pushing thepalms of their hands together andbending over to stretch the calf andleg muscles, simple squat exercisesor deep knee bends at their desks.

/ Direct students to push down hardon the desktop, squeeze and relaxfists, and then rotate the arms andtrunk of their body.

/ Have students march in place, sing,and dance to music.

/ Walk with students down the hall,up and down stairs, or take a shortwalk around the school.

those with disruptive classroom andsocial problem behaviors, are more like-ly to exhibit behavior problems duringsubject area transition times. Effectiveclassroom transitions between learningactivities need structure and boundariesto help students mentally prepare fortask shifts and to be better positionedfor learning. In many elementary class-rooms, transition time is spent sitting atone's desk, and any physical activity iscurtailed to bathroom breaks or a shortwalk to complete a classroom chore-then it is back to the seat for the nextlesson. Remember: Students withADHD may have difficulty sitting still,so teachers need to plan productivephysical movement. Why not use moreorganized and structured movementactivities during these times? Teacherscan easily incorporate some simplemovement activities during subject areatransitions to get their students moving.Movement activities that become a partof the everyday classroom routine willsoon become familiar to students andserve as a cue to transition from onesubject area to the next, as well as pro-vide an opportunity for appropriatemovement. It is critical, however, toestablish a structure and boundaries forthe movement activities (such as limita-

18 • COUNCIL FOR EXCEPTIONAL CHILDREN

1 . SampI* Dally Energlxers (Grado 2)

Subject Classroom Energizer Lesson Objective

Math "Inches, Feet and Yards, Oh My!"hup ://ncpe4 me. com/pdf_files/en ergizers_K-2.pdf

Science "Heart Smart"http;//ncpe4nie.com/pdf_files/energizers_K-2.pdf(page 18)

Language Arts "As If"http://ncpe4me.com/pdf_fiIes/energizers_K-2.pdf(page \1)

Physical Education "Frogs in the Pond"http://ncpe4me.com/pdf_fiIes/energizers_K-2.pdf(page 29)

Language Arts "Jump to Spell"http://www.eduref.org/cgi-bin/printlessons-Cgi/Virtual/Lessons/PhysicaI_Education/Skill_Related/SRF0003.hlmI

Learning measurement systems; students take small,medium, and large steps to indicate distance in inches,feet, and yards.

Understanding the human heart and learning aboutactivities that strengthen or weaken it; students eitherjump (for strengthen) or squat (for weaken).

Learning "action" words; students move (walk, jump)"as if" they were another animal or object, students actout and then create the sentences, create a tree map o:other action words

Developing gross motor skills; similar to game of "tag"

Spelling and learning the keyboard; students spellwords by jumping on a floor-size computer keyboard

tions for range of movement, contactwith others, and volimie). Teachers canuse age-appropriate signals indicatingtime to stop ("freeze" signals), nonver-bal signals (classroom lights on/off),and hand clapping (teacher claps threetimes, students repeat). See box, "Class-room TVansition Movement Activities,"for additional possibilities.

Incorporate Lesson "Energizers"

Incorporating movement through roleplay and other curricular responses isan effective strategy for managing stu-dents with excessive activity (Carbone,2001). "Energizers" are short (10-min)activities that integrate physical activitywith academic subjects—anothermethod by which teachers can help stu-dents become more physically activethroughout the school day (see Table 1).Energizers can be targeted to lessons inmath, science, language arts, and socialstudies; Table 2 provides an example ofa social studies energizer (Mahar,Kenny, Shields, Scales, & Collins, 2006).

Specific Accommodkrtlensfor Stvdenfe With ADHDEven though children with ADHD canvary considerably in their characteris-tics and skills, they all share the inabil-ity to regulate their attention and as aresult may require lesson adaptations

and accommodations. Certain types ofinterventions have proven successful inworking with students with ADHD,such as environmental supports, aca-demic interventions, behavioral inter-ventions, parent education, and med-ical interventions (Friend & Bursuck,

2006). When implementing movementactivities during transitions and lessonsutilizing energizers, teachers also mayneed to provide environmental, aca-demic and/or behavioral accommoda-tions for students with ADHD (seeTable 3).

Table 2. "California Dreamln'" Classroom Inorglxer (Grades 3-5)

Student formation

Equipment required

Rules/directions

Standing at desks

None

Teacher leads the class on a "tour" of California (can use a'wall map to point out specific landmarks or areas);

"March across the Golden Gate Bridge."

"Surf the waves in the Pacific Ocean."

"Climb a redwood tree,"

"Pretend you are an actor and wave to all your fans."

"Flex your muscles like Governor Arnold Schwarzenegger."

"Stomp grapes."

"Pick oranges."

"Rollerblade on the boardwalk."

"Ski the Sierra Nevada Mountains."

"Climb Mount Whitney, the highest peak in the continenta

United States."

"Crawl through the sand in Death Valley."

"Hit a homerun in Pac-Bell Park."

"Shoot a foul shot at the Staples Center."

Note. The same concept can be utilized with any state. From Energizers: Classroom-Based Physical Activities (3rd ed.) by M. T Mahar, R. K. Kenny, A. T. Shields. D. P.Scales, and G. Collins, 2006, p. 32, Raleigh: Norih Carolina Department of PublicInstruction. Copyright 2006 by the North Carolina Department of Public Instruction.Adapted with permission. I

TEACHING EXCEPTIONAL CHILDREN • MAY/JUNK 2008 • 19

Stable 3. Mevam«nt Lessoni/Actlvltles AccemmDclatlens for Students With ADHD

Environmental Supports Academic Interventions Behavioral Interventions

Keep student's desk/area free from clutterand in an uncluttered area of the room.

Provide dear classroom rules and rou-tiries: alerl student when change in rou-tine is going to occur.

Seat student near well-behaved, attentivepeers, and near front of mom or teacher.

Allow student to disetigage from activityor to move to a "free" desk/space if feel-ing overwhelmed.

Designate the student's space: mark offwith tape or carpet square.

Break activities into smaller parts andassign individually; give extended time,if needed.

Keep directions brief, don't give too manydirections at once, and don't rely only onoral directions.

Pmvide visual supports such as hand-outs, outlines, and graphic organizers.

Direetly model the activity and specifyparameters for movement, volume, con-tact with others, etc.

Provide a peer partner to assist withactivities.

Give frequent specific verbal praise andreinforcement for desired behavior.

Look for signs of stress, fatigue, and frus-tration, and intervene before behaviorproblems occur.

Provide visual reminders of expectedbehaviors (picture cue card, point chart,timer).

Repeat and model rules and expectationsfor behavior often; remind students in acalm, non threatening manner.

Engage the student in monitoring his orher own behavior (giving self pointswhen on task).

AddiHonal Resources

EnergizersEast Carolina Utiiversity's "Be Acliue" Program

For teachers: http://www.ncpe4me.com/energizers.htmlg For parents: "Be Active Kids"

http://www.beactivekids.org/parents.htmlffmove)

Recess ActivitiesGatnes Kids Playhttp://www. games kidsplay. netBasic instructions for traditional children's games and directions for additionalclassroom ball games, rhymes used for jump-roping, and strength games

Education Worldhttp://www. education-world.com/a_special/physical_fitness.shtmlPhysical education stories, lessons, resources, and other activities that can bemodified for the classroom

Educator's Reference Deskhttp: //www. eduref. o rg/cgi -bin/printl essons. cgi/VirtuaI/Lessons/Physical_Education/Games/GAM0202 .htm!Instructions for chasing, tagging, and ball games [e.g., "Sharks and Barracudas,"•"Thunderball")

Physical Education Lesson Plan Pagehttp://members.tripod.com/ "̂ pazz/Iesson.htmlExercise games (e.g., "Sponge Bob, Gary, & Patrick," "Shark Island," "HamburgerRelay," "Make Books Come Alive")

AtoZ Teacher Stuffhtlp;//www.atozteacherstuff.com/Lesson_Plans/Physical_Education/index.shtmlLesson plans for structured physical activity games and exercises

PE Centralhttp ://ww w. pecentral.org/adapted/adaptedactivities .htmlAdaptations for physical activities to use for students with disabilities

Incorporating Exercise ActivitiesDuring Recess

Even when engaged in frequent move-ment activities in the daily classroomroutine, recess is the time wben stu-dents have the most opportunity to par-ticipate in physical exercise. Recess maybe even more important for studentswith ADHD; the benefits of activity may

Exercise increases attention tovarious cognitive tasks and can help

boost academic performance.

go beyond reducing the "fidget factor"(Silver, 2OO5J. Tomporowski and Ellis(1986) suggested that vigorous play-ground behavior is related to attentionto seat work after recess, and that exer-cise increases attention to various cog-nitive tasks and can help boost academ-ic performance. Children with ADHD,however, often experience difficultiesduring recess because they often lackthe social skills needed to get along withtheir peers. They may have difficultywith peer relationships as a result of (a)inability to pick up on social cues, (b)acting impulsively, (c) having limitedself-awareness of their effect on others,(d) overpersonalizing another's actions

20 • COUNCIL FOR EXCEPTIONAL CHILDREN

as being criticism, and (e) not recogniz-ing positive feedback {Cowan, 2004).

Using structured games duringrecess [see box, "Additional Re-sources") is a way to teach sociallyappropriate values and behaviors,including sharing, fairness, and respect.Games also teach listening and respond-ing skills and how to respect personalspace, read social signals, cope withleasing, and manage anger. It is impor-iani lo maximize the involvement of allthe students. For example, with taggames, teachers can design strategiesfor children to reenter the game quicklyto ensure continuous activity among allstudents. Examples of appropriateaccommodations for students withADHD for activities during recessinclude (a) assigning a peer partner, (b)giving simple, clear directions, (c) pro-viding frequent monitoring and rein-forcement of desired behavior, (d) mod-eling rules and expectations for behav-ior, and (e) reminding students ofexpectations in a calm nonthreateningmanner.

Final ThoughhExercise activities incorporated through-out the day's schedule are important forall students, especially those diagnosedwith ADHD; research provides evidencethat movement activities throughout theday can help all students with their con-centration and attention. The literaturefrom physical education, special educa-tion, and neuroscience on the effects ofexercise and learning suggests thatphysical activity is a viable teachingstrategy worth implementing. Integra-ting the general strategy of activeresponse into the curriculum and usingvaried and interesting movement tasksduring classroom transitions, lessons,recess, and gym might have a positiveeffect on a child's well-being and learn-ing. Engaging students with ADHD inplanned frequent movement activities(while providing appropriate accommo-dations} increases the likelihood thatstudents will experience success. Giventhe sedentary lifestyles of our youth andthe learning problems associated withstudents with ADHD, these suggestionsto get students more active surely will

not hurt, and chances are they justmight help—so get moving!

ReferencesAkande. A., VanWyk, C, & Osagie, J, (2000).

Importance of exercise and nutrition inthe prevention of iliness and the enhance-ment of heaith. Education, 120. 758-772.

American Psychiatric Association. (2000).Diagnostic and statistical manual of men-tal disorders (4th ed.). Washington, DC:Author.

Barkley. R. (2004). Adolescents with atten-iion-deficit/hyperactivity disorder; Anoverview of empirically based treatments.Journal of Psychiatric Practice, 70(1).39-56-

Carbone, E. (2001). Arranging the classroomwith and eye (and ear) to students withADHD. TEACHING Exceptional Children.34(2), 72-81.

Coco, M., & Sweigard, T. (2004). Children:Exercise, sports and health. Orange Bul-letin. Retrieved August 8, 2006. fromhttp://www.zwire.com/site/index.cfm?newsid = 12712425&BRD = 1661&PAG =461&dept_id = 9538&rfi = 8

Cowan. D, (2004). Teacher tips: Improvingsocial skills in ADHD students. EzineArti-cles. Retrieved February 12. 2007, fromhttp://ezinearticles.com/?Teacher-Tips:-Improving-Social-SkiHs-in-ADHD-Students&id = 4039

Dustman, R.. Emmerson, R.. & Shearer, D.(1990). Aerobic fitness may contribute toCNS health: electrophysioiogical, visualand neurocognitive evidence. Journal ofNeurorehahilitation, 4, 241-254.

Dwyer, T, Blizzard, t,., & Dean, K. (1996).Physical activity and performance in chil-dren. Nutrition Reviews, 54(4). S27-S31.

Friend. M., & Bursuck, W, (2006). Includingstudents with special needs: A practicalguide for classroom teachers. Boston:Allyn & Bacon.

Hall, E. (2007). tntegration: Helping to getour Idds moving and leaming. PhysicalEducator. 64(3), 123-128.

Hannaford. C. (1995), Smart moves: Whyleaming is not all in your head. Arlington,VA: Great Ocean.

Harvey, W., & Reid, J. (2003). Attentiondeficit-hyperactivity disorder: A review ofresearch on movement skill performanceand physical fitness. Adapted PhysicalActivity Quarterly. 20. 1-25.

Hinkle, S. (1992). School children and fit-ness: Aerobics for life. ERIC Digest. AnnArhor, MI: ERIC Clearinghouse on Coun-seling and Personnel Services.

Holtkamp, K. Konrad, K., Mueller, B.. Heus-sen, N.. Herpetz. S.. & Herpetz.-Daho-man, B. (2004). Overweight and obesity inchildren with attention deficit hyperactiv-ity disorder. Intemationai Journal of Obe-sity. 28. 685-689.

Jambor, T. (1999). Recess and social devebpmmt.Available http://www.earlychildhoodnews,com/earlychildhood/article_view.aspx?ArticleID = 39

Jensen. E. (200S). Teaching with the brain inmind (2nd ed.). Baltimore: Association forSupervision and Curriculum Develop-ment.

Jensen, E. (2008). A fresh look at brain-basededucation. Phi Delta Kappan. 89. 408-417,

Labounty, L. (2007). Effects of exercise anshort-term memory. St. Joseph: MissouriWestern State University. Retrieved Febru-ary 26. 2008, from http://clearinghouse.missouriwestern.edu/manuscripts/854.asp

LD Online. (1998). Helping the student withADHD in the classroom: Strategies forteachers. Retrieved February 12. 2007,from http://www,ldonline,org/article/5911

Mahar, M. T, Kenny, R. K.. Shields. A. T..Scales, D. P., & Collins, G. (2006). Ener-gizers: Classroom-based physical activities(3rd ed.). Raleigh: North Carolina Depart-ment of Puhiic Instruclion. RetrievedAugust 6, 2006, from http://ncpe4me.com/energizers.html

Majorek, M., Tlichelmann, T. & Heusser. P.(2004). Therapeutic eurythmy-movementtherapy for children with attention deficitdisorder (ADHD): A pilot study. Comple-mentary Vierapies in Nursing and Mid-wiferey. ;0(l). 46-54.

Mayo Clinic, (n.d.). Keeping kids active: Ideasfor parents. Retrieved August 8, 2006, fromhttp:/ /www.mayoclinic.coni/health/fitness/FL00030

Michaud, E.. & Wild, R. (1991). Boost yourbrain power. Emniaus. PA: Rodale Press.

TEAGHING EXCEPTIONAL GHILDREN • MAV/JuNt: 2008 • 21

Murray. B. (2000). From brain scan to lessonplan. Monitor in Psychology, 31 (3).Retrieved February 28. 2008. from hup://www.apa.org/monilor/marOO/brainscan.html

Olsen, E. {1994]. Fit kids, smart kids. ParentsMagazine. 69(10), 33-35.

Pellegrini, A.. & Bohn, C. (2005). Tbe role ofrecess in cbildren's cognitive performanceand scbool adjustment. EducationalResearcher, 34. 15-19.

Pellegrini, A.. & Smitb. P. (1998). Pbysicalactivity play: Tbe nature and function of aneglected aspect of play. Child Develop-ment. 69. 577-598.

Pierson. K., [2004) The importance of dailyphysical activity in our schools. Ottawa:Canada's Sport Inforn)ation and ResourceCenter. Retrieved February 26, 2008, fromht tp : / /www.canad ianspor t . com/newsletters/June/dailyphysicaLe.cfm

Pollatscbek. J., & O'Hagan, K (1989). Investi-gation of the psycho-pbysical influences ofa quality daily physical education pro-gramme. Health Education Research, 4,341-350.

Prater, M. A. (2007). Teaching strategies forstudents with mild/moderate disabilities.Boston: Allyn & Bacon.

Putnam, S. (2001). Nature's Ritalin for themarathon mind: Nurturing your ADHDehild with exercise. Hinesburg, VT: UpperAccess.

Samaras, A.. Straits, S., & Patrick, S. (1998).Collaborating tbrough movement acrossdisciplines and scbools- Teaching Educa-tion. 9(2). 11-20.

Silver, L. (2005). How recess promotes focusfor ADHD cbildren. AdditudeMag.eom.Retrieved February 27. 2008, from bttp://w w w . a d d i t u d e m a g . c o m / a d h d /articie/807.html

Slavin, R. [2003). Educational psychology:Theory and practice (7tb ed.), Boston:Allyn & Bacon.

Tantillo, M.. Kesick, C, Hynd, G.. &Disbman, R. (2002). Tbe effects of exer-cise on cbildren witb attention-deficithyperactivity disorder. Medicine S Sciencein Sports & Exercise. 34, 203-212.

Tomporowski, P., & Ellis, N. (1986). Effects ofexercise on cognitive processes: A review.Psychological Bulletin, 99, 338-346.

U.S. Department of Education, [2004). Teach-ing children with attention defieit hyper-activity disorder: Instructional strategiesand praetices. Washington, DC: Autbor.

Van Puymbroeck, M. (2006). Researehupdate: Sports for children with ADHD:Recreation can enhance the Hues of chil-dren with ADHD. Ashburn, VA: NationalRecreation and Park Association. Re-trieved February 26. 2008, from bttp://www.thefreeIibrary.com/Research +update%3a + sports + for + children + with

+ ADHD% 3a + recreat ion + can . . .•aOl56651839

Wendt, M. [2000). Tbe effect of an activityprogram designed with intense pbysicalexercise on the bebavior of attentiondeficit hyperactivity disorder (ADHD)children. Dissertation Abstracts Inter-national. 61, 500.

Wendt, M. (2001). How running and exercisecan impact tbe behavior of children,KidsRunning.com. Retrieved August 8,2006, from bttp://www.kidsrunning.com/iiews/krnewsO131adhd.btml

Christopher F. Mulrine (CEC NJ Federation).Associate Professor, Speeial Education andCounseling. William Paterson University.Wayne, New Jersey. Mary Anne Prater (CECUT Federation], Professor, Counseling Psy-chology and Special Education Brigham YoungUniversity, Provo. Utah. Amelia JenkinsCCEC HI Federation), Associate Professor andChair. Speeial Education and Counseling.University of Hawaii, Honolulu.

Address correspondence to ChristopherMulrine, Department of Special Edueationand Counseling. William Paterson University.300 Pompton Road, Wayne, NJ 07470(e-mail: nmlrinec@wpunj.edu).

TEACHING Exceptional Children, Vol. 40,No. 5. pp. 16-22.

Copyright 2008 CEC.

Kathleen Puckett, Ph.D.Associate Professor, Special Education

CTEL at the West campus

T' he College of Teacher Education

and Leadership (CTEL) at Arizona

State University congratulates

Kathleen Puckett on her appointment

as president-elect of the Coutidl for

Exceptional Children. We proudly support

her leadership and service to the Council

for Exceptional Children and applaud all

members of this distinguished organization

who, through teaching, leadership atid

.service, are making a difference in the lives

of individuals with exceptionalities.

r College of TeacherEducation & Leadership

A R I Z O N A S T A T E U N I V E R S I T Y

ctel.asu.edu •:• 602-543-6300

22 • COUNCIL FOR EXCEPTIONAL CHILDREN