This study documented differences in attention and engagement for two first grade students with special needs as well as general effects on the class as a whole. It also investigated the feasibility of using mentoring to increase a teacher's integration of music and movement activities within the curriculum.

The purpose of this study was to investigate the effects of music and physical movement activities on attention and engagement in a first grade classroom. The study was designed using a mixed method approach, using a quantitative component to measure student progress and a qualitative component based on field notes and interviews to measure teacher implementation. It also described the process of mentoring a 'novice' teacher in implementing these activities. Three instruments were used for collecting the data: (1) a daily interviews conducted before and after the school day; (2) a summary interview protocol used at the conclusion of the study; and, (3) a behavioral observation protocol to measure student attention and engagement.

Findings include observed increases in attention and engagement for the targeted students after music and movement activities and teacher reports of an improved classroom atmosphere for all students. This study also reports positive results of mentoring when integrating music and movement within the curriculum.