A withdrawal design was used to investigate how physical activity affects on-task behavior of young children with significant developmental delays in a special education preschool classroom. Five preschool age children with significant developmental delays engaged in either physical activity or seated center activities for 20 min prior to a 15-min teacher-directed group activity. Momentary time sampling was used to calculate the percentage of intervals the participants were on-task using 15-s intervals. Results indicated all of the participants’ on-task behavior was higher during the physical activity condition. These findings suggest physical activity may be used as a proactive behavioral intervention to improve the on-task behavior of young children with significant developmental delays during teacher-directed group activities.

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Teacher preparation programs have acknowledged the need to address the topic of collaboration in coursework; however, few educator preparation programs require collaboration courses or address the interpersonal aspects involved in teaching in other required courses. Working with families is essential in the field of special education and pre-service teachers must be given opportunities to develop their collaborative practices in teacher preparation programs. The use of virtual simulation is emerging in the field of teacher education and is a tool faculty can use to provide pre-service teachers a safe environment to practice parent–teacher conferencing skills within courses.