Respiratory Patterns in Students Enrolled in Schools for Disruptive Behaviour Before, During, and After Yoga Nidra Relaxation

Abstract

This study investigated the effects of one session of Yoga Nidra (relaxation technique) on the breathing patterns/respiratory effort in the thoracic and abdominal chest regions of boys with disruptive behaviour using a Respiratory Inductive Plethysmography (RIP). The participants (n = 7) were aged 10-15 years and attending NSW, Department of Education (DET) special schools for children with disruptive behaviour (DB). Results were compared with three students (one female) aged 15 years without DB. The seven boys had previously participated in a 13-week yoga program. During this program participants were progressively taught the practice of Yoga Nidra. The comparison group did not participate in the yoga program but underwent the same procedure for collection of data as the yoga group. Using Compumedics ''ProFusion Polysomnography (PSG)'' software and further analyses in ''Polyman'' European Data Format ? (EDF), data were analysed by identifying breathing as unstable or stable. Unstable breathing was identified as fluctuations in rate/s of breathing effort, amplitude, cessation of breath, and thoracic or abdominal predominance. Results indicated that boys with disruptive behaviour generally displayed unstable breathing patterns throughout the pre-recording period and showed more stable breathing during Yoga Nidra compared with pre-or post-recording periods. There were also examples of reductions in thoracic dominance during Yoga Nidra. The comparison group's breathing patterns throughout the three phases of the process were found to be stable.

Exploring Yoga as a Sensory Based Intervention for Children with Sensory Processing Difficulties: A Systematic Literature Review

“…The quality of the studies varied, the studies conducted 16,19,[21][22][23][24] by were deemed to be a good quality (≥7) based on the Critical Appraisal Skills Program (CASP 2013) analysis of reviewed studies (Appendix 3) whereas those by Radhakrishna S et al 17 and 20 were considered to be moderate (˂7) and 18 of a poor quality (≤4).…”

“…[19][20][21][22][23][24] All of the included nine studies [16][17][18][19][20][21][22][23][24] used purposive or convenience sampling, due to the nature of the intervention, which involved participating in the practice of yoga, blinding in the studies was not possible which was acknowledged in all of the studies. The sample size of the participants in the studies varied from six to seventy five with a total number of 338 participants across the nine studies, with ages varying from five to eighteen years.…”

“…In the studies the yoga sessions varied in intensity from one session in total using a pranayama technique; Mukha Bhaastrika 18 or relaxation technique; yoga nidra 19 or two sessions of yoga 21 to twice a day yoga sessions for eight weeks 24 and sixteen weeks, 20 weekly sessions for sixteen weeks 22 and eighteen months, 17 twice a week over a period eight weeks 16 twelve weeks 23 and sixteen weeks. The duration of each class fluctuated from twenty minutes to fifty minutes with over 55% of the classes averaging forty five minutes.…”

“…This resulted in nine empirical research studies being selected for the review, author name beside each citation. [16][17][18][19][20][21][22][23][24] For the nine final studies selected the Critical Appraisal Skills Program (CASP 2013) was used to evaluate the qualitative and quantitative methodologies of each of the studies.…”

Feasibility and Implementation of a Video-Based Yoga Program in a Special Education Setting Using a Collaborative Model

“…Following the yoga program, diaphragmatic breathing patterns were more evident. 18 While this population differs significantly from MD, a primary goal when working with children diagnosed with MD is to maintain respiratory function for as long as possible. 15 The task of implementing a yoga program in a special education environment is a large undertaking.…”