Effects of classroom‐based active breaks on cognition, sitting and on‐task behaviour in children with intellectual disability: a pilot study.
Background: Classroom‐based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on‐task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) – a population who are insufficientl...
| Publicado en: | Journal of Intellectual Disability Research Vol. 65; no. 5; pp. 464 - 489 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
May2021
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| Acceso en línea: | Ver este registro en EBSCOhost |