Dance/Movement Therapy's Influence on Adolescents' Mathematics, Social-Emotional, and Dance Skills

Abstract

Dance/movement therapy (DMT) was integrated into mathematics and social-emotional skill instruction for seventh-grade students diagnosed with learning disabilities, emotional/behavioral disabilities, and attention-deficit/hyperactivity disorder. Students who participated in these integrated activities over a 1-month period demonstrated improved performance in mathematics, dance arts, and social-emotional dimensions of learning such as motivation, engagement, attention, and self-regulation. Implications for teaching and learning with special populations are discussed.