The Effectiveness of a Manualized Yoga Intervention on Classroom Behaviors in Elementary School Children with Disabilities: A Pilot Study

Garg, Satvika; Buckley-Reen, Anne; Alexander, Lydia; Chintakrindi, Radhika; Tan, Lorraine Venice c. Ocampo; Koenig, Kristie

doi:10.1080/19411243.2013.810942

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…A total of 47 publications met the search criteria and were analyzed (Table ). Publications of therapeutic clinical trials conducted in a school setting but not included in the analysis included studies of yoga in students with special educational needs or disabilities and/or emotional, behavioral, and learning difficulties, including attention deficits and autism spectrum disorders, visual impairment, asthma, poor coordination, and mental retardation . Two studies in which yoga practice was a relatively small component of the intervention were also not included .…”

Section: Review Of Research On School‐based Yoga Interventionsmentioning

confidence: 99%

Yoga in school settings: a research review

Khalsa

Butzer²

2016

Annals of the New York Academy of Sciences

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Research on the efficacy of yoga for improving mental, emotional, physical, and behavioral health characteristics in school settings is a recent but growing field of inquiry. This systematic review of research on school-based yoga interventions published in peer-reviewed journals offers a bibliometric analysis that identified 47 publications. The studies from these publications have been conducted primarily in the United States (n = 30) and India (n = 15) since 2005, with the majority of studies (n = 41) conducted from 2010 onward. About half of the publications were of studies at elementary schools; most (85%) were conducted within the school curriculum, and most (62%) also implemented a formal school-based yoga program. There was a high degree of variability in yoga intervention characteristics, including overall duration, and the number and duration of sessions. Most of these published research trials are preliminary in nature, with numerous study design limitations, including limited sample sizes (median = 74; range = 20-660) and relatively weak research designs (57% randomized controlled trials, 19% uncontrolled trials), as would be expected in an infant research field. Nevertheless, these publications suggest that yoga in the school setting is a viable and potentially efficacious strategy for improving child and adolescent health and therefore worthy of continued research.

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Section: Review Of Research On School‐based Yoga Interventionsmentioning

confidence: 99%

Yoga in school settings: a research review

Khalsa

Butzer²

2016

Annals of the New York Academy of Sciences

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“…Otro programa corresponde a "Get Ready To Learn" (GRTL), validado en distintas intervenciones (Koenig, Buckley-Reen & Garg, 2012;Garg et al, 2013;Milton et al, 2019). El GRTL fue creado como un manual de plan de estudios diario de yoga diseñado específicamente para el salón de clases con el objetivo de mejorar comportamientos funcionales y académicos a través de posturas de yoga, técnicas de respiración y relajación.…”

Section: Conclusionesunclassified

Efectos de los programas de intervención con yoga en estudiantes que presentan trastorno del espectro autista: una revisión sistemática (Effects of yoga intervention programs in students with autism spectrum disorder: a systematic review)

Luarte-Rocha¹,

Candia²,

Machado-Arena³

et al. 2022

Retos

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El objetivo de esta investigación es realizar una revisión sistemática acerca de los efectos de las intervenciones basadas en yoga en niños con TEA para considerar si es recomendable o no su aplicación como tratamiento complementario en otras intervenciones. Para el estudio se realizó una revisión sistemática de la literatura por medio del modelo PRISMA, a cerca de los efectos de las intervenciones de yoga en el TEA. La búsqueda se llevó a cabo en los buscadores World Wide Science, Google Scholar, Pubmed, donde se aplicaron como criterio de inclusión; publicaciones de los 10 últimos años, en idioma español e inglés, estudiantes hasta los 16 años de ambos géneros y como criterio de exclusión; los artículos de otras revisiones sistemáticas, tesis y libros. Los resultados arrojaron 677 publicaciones, que luego de seguir con el protocolo de selección, la eliminación de duplicados y selección por título se llegó a la selección de ocho artículos que cumplieron con los criterios establecidos para una revisión profunda de su contenido. Las intervenciones con yoga presentaron efectos positivos en aspectos conductuales, sociales, emocionales y físicos. Debido a esto se sugiere implementar el yoga como modelo de intervención como práctica complementaria al TEA. Abstract. The objective of this research is to perform a systematic review about the effects due to the practice of Yoga in children with ASD (Autism spectrum disorder) and consider if this practice applies or not, as a complementary treatment in other interventions of the same characteristics. For the study, a systematic review of the literature was carried out using the PRISMA model, about the effects of yoga interventions in ASD. The search was carried out in the argument engines: World Wide Science, Google Scholar, Pubmed, inclusion criteria was; publications from the last 10 years, in Spanish and English, students within 16 years of age of both genders and as an exclusion criterion; articles from other systematic reviews, theses and books. The results yielded 677 publications that after following the selection protocol, elimination of duplicates and selection by title, nine articles were selected that fulfill the established criteria for an accurate review of their content. Yoga interventions presented positive effects in behavioral, social, emotional and physical aspects. Due to this, it is suggested to implement yoga method as a model of intervention as a complementary practice to ASD.

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“…In the paediatric population, yoga has been used to improve physical fitness, motor skills, strength, negative behaviours, attention to task, mindfulness and to reduce stress in older children (those in elementary school through high school) with typical development and those with physiological disorders and behavioural and developmental conditions [1][2][3][4][5][6][7]. Evidence suggests that yoga programs may be effective in promoting health and improved behaviours in children with or at risk for developmental delay or disability in school settings [8][9][10]. Findings indicate that yoga for children may improve motor skills, social-emotional regulation, impulsivity, and focus and memory in the classroom [1,3,10].…”

Section: Introductionmentioning

confidence: 99%

A Yoga Program for Preschool Children in Head Start and Early Intervention: A Feasibility Study

O’Neil¹,

Ideishi²

2016

J Yoga Phys Ther

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Preschool aged children (3-5 years old) at risk for disabilities or developmental delay may participate in center-based Head Start programs to promote school readiness. Pre-schoolers with documented disabilities or delays often participate in Early Intervention (EI) programs in which they have Individualized Education Programs (IEPs) to identify the special education and therapy services (physical, occupational and/or speech therapy) they may need to promote

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The Effectiveness of a Manualized Yoga Intervention on Classroom Behaviors in Elementary School Children with Disabilities: A Pilot Study

Cited by 7 publications

References 14 publications

Yoga in school settings: a research review

Yoga in school settings: a research review

Efectos de los programas de intervención con yoga en estudiantes que presentan trastorno del espectro autista: una revisión sistemática (Effects of yoga intervention programs in students with autism spectrum disorder: a systematic review)

A Yoga Program for Preschool Children in Head Start and Early Intervention: A Feasibility Study

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