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001 ocm48657632;

003 OCoLC;

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035 a| (Sirsi) o48657632;

035 a| (OCoLC)48657632;

049 a| EREE;

050 4 a| LB3325.C5b| D65 2001;

100 1 a| Donovan, Michael P.,c| Jr.,e| author.?| UNAUTHORIZED;

245 14 a| The effects of school classroom settings on physical activity levels of children who are developmentally delayed /c| by Michael P. Donovan, Jr.;

264 0 c| 2001.;

300 a| 57 leaves :b| illustrations (some color), forms ;c| 28 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

502 b| M.A.c| East Carolina Universityd| 2001;

500 a| Presented to the faculty of the Department of Exercise and Sport Science.;

500 a| Advisor: James T. Decker;

520 3 a| The purpose of this thesis was to examine the relationship between physical activity levels of children (N = 24) with developmental disabilities in self-contained and inclusive classroom settings. This researcher hypothesized that there is a significant physical activity difference between children in a public education self-contained classroom and children in public education inclusive classrooms. Students' physical activity levels were monitored for four consecutive school days. Physical activity was measured via Yamax Digiwalker pedometer. An independent groups t-test was used to compare means between pedometer counts per minute in students in a self-contained classroom setting and students in an inclusive classroom setting. Cohen's delta (d) was calculated to provide an estimate of the size of the difference between groups. Although the difference between physical activity levels of children in self-contained and inclusive classroom settings was not statistically significant (p>0.05), the students in the inclusive setting were more active (3,796 ± 1,792 steps per day) than the students in the selfcontained classroom setting (2,858 ± 1,509 steps per day). The size of this difference was moderate (d = 0.57). The participants in the inclusive classroom setting were more physically active over the course of four school days than participants in a self-contained classroom setting. This could be a meaningful difference over the course of the school year.;

504 a| Includes bibliographical references (leaves 45-48).;

500 a| Lacks leaf 45.;

650 0 a| Classroom environment.=| ^A161276;

650 0 a| Classrooms.=| ^A503838;

650 0 a| Developmentally disabled children.=| ^A8563;

650 7 a| Classroom environment.2| fast0| (OCoLC)fst00863720;

650 7 a| Classrooms.2| fast0| (OCoLC)fst00863746;

650 7 a| Developmentally disabled children.2| fast0| (OCoLC)fst00891913;

655 7 a| Academic theses.2| fast0| (OCoLC)fst01726453;

655 7 a| Academic theses.2| lcgft;

655 7 a| Thèses et écrits académiques.2| rvmgf0| (CaQQLa)RVMGF-000001173;

655 2 a| Academic Dissertation.0| (DNLM)D019478?| UNAUTHORIZED;

700 1 a| Decker, James T.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Exercise and Sport Science.?| UNAUTHORIZED;

856 41 z| Access via ScholarShipu| http://hdl.handle.net/10342/10359;

949 a| Click on web addressw| asish| joyner101;

949 a| Click on web addressw| asish| hsl111;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 863592;

999 a| ASK AT SPECIAL COLLECTIONS DESKw| ASISc| 1i| 1422884d| 3/12/2003l| JSCJTHDm| JOYNERr| Ys| Yt| JSCJTHDu| 1/8/2002x| ETDz| JSPECCOLLo| .STAFF. 0;

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The effects of school classroom settings on physical activity levels of children who are developmentally delayed / by Michael P. Donovan, Jr.

Author/creator	Donovan, Michael P. author.
Other author	Decker, James T., degree supervisor.
Other author	East Carolina University. Department of Exercise and Sport Science.
Format	Theses and dissertations
Production	2001.
Description	57 leaves : illustrations (some color), forms ; 28 cm
Supplemental Content	Access via ScholarShip
Subjects	Classroom environment. Classrooms. Developmentally disabled children.

Summary	The purpose of this thesis was to examine the relationship between physical activity levels of children (N = 24) with developmental disabilities in self-contained and inclusive classroom settings. This researcher hypothesized that there is a significant physical activity difference between children in a public education self-contained classroom and children in public education inclusive classrooms. Students' physical activity levels were monitored for four consecutive school days. Physical activity was measured via Yamax Digiwalker pedometer. An independent groups t-test was used to compare means between pedometer counts per minute in students in a self-contained classroom setting and students in an inclusive classroom setting. Cohen's delta (d) was calculated to provide an estimate of the size of the difference between groups. Although the difference between physical activity levels of children in self-contained and inclusive classroom settings was not statistically significant (p>0.05), the students in the inclusive setting were more active (3,796 ± 1,792 steps per day) than the students in the selfcontained classroom setting (2,858 ± 1,509 steps per day). The size of this difference was moderate (d = 0.57). The participants in the inclusive classroom setting were more physically active over the course of four school days than participants in a self-contained classroom setting. This could be a meaningful difference over the course of the school year.
General note	Presented to the faculty of the Department of Exercise and Sport Science.
General note	Advisor: James T. Decker
General note	Lacks leaf 45.
Dissertation note	M.A. East Carolina University 2001
Bibliography note	Includes bibliographical references (leaves 45-48).
Genre/form	Academic theses.
Genre/form	Academic theses.
Genre/form	Thèses et écrits académiques.

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