Efficacy of Structured Yoga Intervention  for Sleep, Gastrointestinal and  Behaviour Problems of ASD Children:  An Exploratory Study

Narasingharao, Kumar; Pradhan, Balaram; Navaneetham, Janardhana

doi:10.7860/jcdr/2017/25894.9502

Cited by 26 publications

(36 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A recent RCT assessed the efficacy of a structured yoga intervention for sleep, gastrointestinal and behavioral problems in a cohort of 64 ASD children aged 5 to 16 years [ 62 ]. The participants were subdivided into two groups, one followed the usual school curriculum, while the other was taught yoga for 70 min/day during a three months period.…”

Section: Non-pharmacological Interventionsmentioning

confidence: 99%

Sleeping without Prescription: Management of Sleep Disorders in Children with Autism with Non-Pharmacological Interventions and Over-the-Counter Treatments

et al. 2020

View full text Add to dashboard Cite

Autism Spectrum Disorders (ASD) are lifelong neurodevelopmental conditions characterized by abnormal social interaction, communication, and behavior. Sleep disturbances represent a common comorbidity in children and adolescents with ASD, with prevalence ranging from 50 to 80%. It has been proved that sleep disruption worsens the symptoms of autism and results in challenging behaviors. Improving sleep should therefore be a primary therapeutic goal. Treatment options range from lifestyle modifications to pharmacological therapy. Several reviews have been written on pharmacological treatments, but very few on the beneficial effects of non-pharmacological interventions, over-the-counter drugs, and nutritional supplements. This study consists of a narrative review of the literature, presenting the available evidence on the following treatments: sleep education, behavioral interventions, complementary and alternative medicine (special mattresses and blankets, massage, aromatherapy, yoga, physical activity), and commonly used over-the-counter medications and supplements (antihistamines, melatonin, tryptophan, carnosine, iron, vitamins, and herbal remedies). For some treatments—such as melatonin and behavioral interventions—effectiveness in ASD is well established in the literature, while other interventions appear of benefit in clinical practice, even if specific studies in children and adolescents with ASD are lacking. Conversely, other treatments only seem to show anecdotal evidence supporting their use.

show abstract

Section: Non-pharmacological Interventionsmentioning

confidence: 99%

Sleeping without Prescription: Management of Sleep Disorders in Children with Autism with Non-Pharmacological Interventions and Over-the-Counter Treatments

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Autism is a neurological developmental disorder that appears at age 18-36 months (Narasingharao, Pradhan, & Navaneetham, 2017). The disorder is characterized by severe and pervasive damage to three areas of developmental functioning: social, communication, and behavioral.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Test of Accessibility of Higher Education in Israel: Instructors’ Attitudes toward High-Functioning Autistic Spectrum Students

Davidovitch¹,

Ponomaryova²,

Guterman³

et al. 2019

IJHE

View full text Add to dashboard Cite

This study deals with a case study of a program that integrates high-functioning autistic spectrum students in Israeli academia. The case study focuses on the attitudes of students and faculty towards high-functioning autistic spectrum (HFA) students, aiming to examine their contribution to the integration of HFA students in academia, with regard to the academic-social climate and their perceived self-efficacy. The case study may serve academic institutions as a model for the adjustment and integration of autistic spectrum students, with the inclusion of academic and administrative elements. The study is based on mixed methods methodology, utilizing both qualitative and quantitative research methods. Five hundred twenty six students, 103 faculty, as well as 30 students with ASD (autism spectrum disorder) and 27 mentoring students participating in the program, were asked to complete a quantitative research questionnaire. The research findings show that the integration of HFA students in academic studies is potentially possible, predicated on awareness among faculty and students as to the nature of the disability. Variables with high significance for the program's success were detected, involving teaching tools, institutional support, and a tolerant academic-social climate. The research findings indicate that with regard to nearly all the variables the faculty have the highest awareness of and sensitivity to integrating HFA students in academic studies. The literature review, as well as the findings of the current study, support the integration of people with HFA in various institutions and confirm the conditions for this success: institutional and social motivation together with a tolerant atmosphere.

show abstract

“…Autism is a developmental neurological disorder that appears as early as the age of 18-36 months (Narasingharao, Pradhan, & Navaneetham, 2017). The disorder is characterized by broad and severe challenges with three areas of development: social, communications, and behavioural functioning (Delfos, 2005).…”

Section: Autism Spectrum Disorder (Hfa)mentioning

confidence: 99%

“…The impact on communications and social functioning is caused by defects in establishing communications or a deficit in social communications. Disordered interactions that are expressed in the use of inappropriate words at inappropriate times, difficulty in maintaining eye contact (Narasingharao, Pradhan, & Navaneetham, 2017), difficulties in receiving messages from others and developing mutual relations (Delfos, 2005). Behavioral disorders include repetitive behaviors, aggressive behaviors, irritability, non-compliance, and self-harm.…”

Section: Autism Spectrum Disorder (Hfa)mentioning

confidence: 99%

“…Moreover, other traits include problems with sensory integration, motor problems, anxiety, depression, and language problems. It is therefore unsurprising that individuals with HFA also suffer from various learning disorders (Narasingharao, Pradhan, & Navaneetham, 2017). The autism spectrum is very broadand the scale may range from close to normal to very severe.…”

Section: Autism Spectrum Disorder (Hfa)mentioning

confidence: 99%

See 1 more Smart Citation

Should Lecturers be willing to Teach High-functioning Autistic Students: What do They Need to Know?

Ponomaryova¹,

Guterman²,

Davidovitch³

et al. 2018

HES

View full text Add to dashboard Cite

Academic institutions are currently developing special programs based on the belief that the overall success of universities relies on the integration of diverse population groups. This study investigates the role of the organizational support to lecturers to facilitate the integration of students with high-functioning autism (HFA). A questionnaire was developed and completed by 103 lecturers to examine their attitudes on the best methods for integrating students with HFA in higher education. Both regression and path analysis were performed. The findings show that the university’s support is the main factor that influences instructors’ beliefs on the best method of integration, either by creating a tolerant atmosphere in the institution or using specially developed teaching methods. Lecturers' positive emotional responses and desire to be familiar with and involved with HFA students influence lecturers’ ability to provide effective support to students with HFA.

show abstract

Efficacy of Structured Yoga Intervention for Sleep, Gastrointestinal and Behaviour Problems of ASD Children: An Exploratory Study

Cited by 26 publications

References 20 publications

Sleeping without Prescription: Management of Sleep Disorders in Children with Autism with Non-Pharmacological Interventions and Over-the-Counter Treatments

Sleeping without Prescription: Management of Sleep Disorders in Children with Autism with Non-Pharmacological Interventions and Over-the-Counter Treatments

The Test of Accessibility of Higher Education in Israel: Instructors’ Attitudes toward High-Functioning Autistic Spectrum Students

Should Lecturers be willing to Teach High-functioning Autistic Students: What do They Need to Know?

Contact Info

Product

Resources

About