Data for: The Effects of Dance and Movement Breaks on the Attention and Emotions of Adolescent Students with Learning Disabilities
Description
This dataset contains quantitative and qualitative data collected to examine the effects of dance and movement breaks on attention and emotional states in adolescent students with learning disabilities. The sample includes participants aged 12 to 16 years who took part in structured movement sessions integrated into the school routine. Quantitative data include pre- and post-intervention attention test scores, along with corresponding box plots illustrating score distributions. Emotional states were assessed through self-reports and observational measures recorded across sessions. Qualitative data consist of field notes, participant feedback, and facilitator observations, which were analyzed using thematic analysis to identify patterns related to engagement, emotional regulation, and body awareness. All data have been anonymized and organized to support reproducibility and further research.
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Data were collected using a mixed-method, pre–post experimental design to evaluate the effects of dance and movement breaks on attention and emotional states in adolescents with learning disabilities. The sample included a control group (n=15) and an experimental group (n=16). Quantitative data were obtained through two attention tests: the Simple Cancellation Test (TSCT) to assess selective attention, and an auditory paper-based version of the Continuous Performance Test (CPT) to measure sustained attention. Both tests were administered before the intervention, after six weeks of implementation, and at a follow-up stage to assess retention. Data were analyzed using the Wilcoxon Signed Rank test, and effect sizes were calculated. Statistical analysis was conducted using SPSS (version 20.0). Results were summarized using descriptive statistics (e.g., mean values) and visualized with box charts. Qualitative data were collected through semi-structured student and teacher surveys, researcher observation notes, and a structured observation form. Data were analyzed using content and thematic analysis, including coding, categorization, and triangulation to ensure validity. The intervention consisted of structured dance and movement breaks implemented twice a week over six weeks within the classroom routine, following an initial observation period. All procedures were standardized to support reproducibility.