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The goal of this research was to answer the question: Q1 In what ways do Brain Dance type movements impact problem-solving skills for exceptional learners? The research was completed within the public education setting with a group of volunteer participants including one cooperating teacher and six student participants identified as exceptional learners. The researcher focused on problem-solving skills including identifying a problem, showing work, implementing a solution, and identifying a solution. Research instruments were created based on these skills including a pretest, posttest, and teacher rubric. Student participants completed the pretest prior to being introduced to movement exercises. The researcher and cooperating teacher collaborated to plan weekly Brain Dance exercises for students. Throughout the implementation of the exercises, the cooperating teacher completed the rubric on a weekly basis to assess the use of problem-solving skills for each student. After four weeks, student participants completed the posttest, which was comparable to the pretest. Results from the tests and rubric were compared at both an individual and group level. The data gathered from the research instruments showed growth with problem-solving skills for the participating students. Limitations of the study that were identified include time, the sample size, and research instruments used. Recommendations for future research were made to address limitations identified. The researcher recommends ongoing research to determine the widespread impact of Brain Dance exercises on problem-solving skills within a public education setting.