1 1127 95 EFFICACY OF THE GET READY TO LEARN YOGA PROGRAM AMONG CHILDREN WITH AUTISM SPECTRUM DISORDERS: A PRETEST-POSTTEST CONTROL GROUP DESIGN. OCCUPATIONAL THERAPISTS USE SCHOOL-BASED YOGA PROGRAMS, BUT THESE INTERVENTIONS TYPICALLY LACK MANUALIZATION AND EVIDENCE FROM WELL-DESIGNED STUDIES. USING AN EXPERIMENTAL PRETEST-POSTTEST CONTROL GROUP DESIGN, WE EXAMINED THE EFFECTIVENESS OF THE GET READY TO LEARN (GRTL) CLASSROOM YOGA PROGRAM AMONG CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD). THE INTERVENTION GROUP RECEIVED THE MANUALIZED YOGA PROGRAM DAILY FOR 16 WK, AND THE CONTROL GROUP ENGAGED IN THEIR STANDARD MORNING ROUTINE. WE ASSESSED CHALLENGING BEHAVIORS WITH STANDARDIZED MEASURES AND BEHAVIOR CODING BEFORE AND AFTER INTERVENTION. WE COMPLETED A BETWEEN-GROUPS ANALYSIS OF VARIANCE TO ASSESS DIFFERENCES IN GAIN SCORES ON THE DEPENDENT VARIABLES. STUDENTS IN THE GRTL PROGRAM SHOWED SIGNIFICANT DECREASES (P < .05) IN TEACHER RATINGS OF MALADAPTIVE BEHAVIOR, AS MEASURED WITH THE ABERRANT BEHAVIOR CHECKLIST, COMPARED WITH THE CONTROL PARTICIPANTS. THIS STUDY DEMONSTRATES THAT USE OF DAILY CLASSROOMWIDE YOGA INTERVENTIONS HAS A SIGNIFICANT IMPACT ON KEY CLASSROOM BEHAVIORS AMONG CHILDREN WITH ASD.	2012	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
2  952 32 EFFECTS OF A CREATIVE YOGA INTERVENTION ON THE JOINT ATTENTION AND SOCIAL COMMUNICATION SKILLS, AS WELL AS AFFECTIVE STATES OF CHILDREN WITH AUTISM SPECTRUM DISORDER. BACKGROUND: YOGA IS GAINING POPULARITY AS A MULTISYSTEM INTERVENTION DUE TO ITS IMPACT ON BOTH THE PHYSICAL AND MENTAL WELL-BEING OF CHILDREN WITH TYPICAL DEVELOPMENT. HOWEVER, THERE IS LIMITED EMPIRICAL EVIDENCE TO SUPPORT THE USE OF THIS APPROACH IN SCHOOL-AGED CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD). THE CURRENT PILOT STUDY EVALUATED THE IMPACT OF A CREATIVE YOGA INTERVENTION ON THE JOINT ATTENTION, SOCIAL COMMUNICATION, AND AFFECTIVE STATES OF CHILDREN WITH ASD. METHODS: 24 SCHOOL-AGED CHILDREN WITH ASD RECEIVED EIGHT WEEKS OF YOGA (E.G., BREATHING, POSES, RELAXATION) OR TABLETOP PLAY/ACADEMIC INTERVENTION (E.G., READING, ARTS-CRAFTS, BUILDING ACTIVITIES). CHILDREN WERE TESTED BEFORE AND AFTER THE INTERVENTION USING A STANDARDIZED MEASURE OF RESPONSIVE JOINT ATTENTION. ADDITIONALLY, CHANGES IN SOCIALLY DIRECTED VERBAL COMMUNICATION AND AFFECTIVE STATES OF CHILDREN WERE ASSESSED THREE TIMES DURING THE INTERVENTION PERIOD, I.E. DURING EARLY, MID, AND LATE INTERVENTION SESSIONS. RESULTS: CHILDREN WITH ASD SHOWED IMPROVEMENTS IN RESPONSIVE JOINT ATTENTION IN BOTH GROUPS IN THE POSTTEST VS. THE PRETEST. FURTHERMORE, CHILDREN IN THE YOGA GROUP SHOWED IMPROVEMENTS IN SOCIALLY DIRECTED VERBAL COMMUNICATION SKILLS ACROSS THE INTERVENTION SESSIONS, I.E. GREATER SPONTANEOUS AND RESPONSIVE COMMUNICATION FROM EARLY/MID TO LATE INTERVENTION SESSIONS COMPARED TO THE ACADEMIC GROUP. THERE WERE NO CHANGES IN AFFECTIVE STATES WITH THE INTERVENTION, HOWEVER, THE YOGA GROUP SHOWED GREATER INTERESTED AND LESS NEGATIVE AFFECT COMPARED TO THE ACADEMIC GROUP. CONCLUSIONS: CREATIVE YOGA INTERVENTION IS A PROMISING TOOL THAT LED TO IMPROVEMENTS IN INTERVENTION-RELATED SOCIAL COMMUNICATION SKILLS AND GENERALIZED JOINT ATTENTION SKILLS OF CHILDREN WITH ASD.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
3 1893 34 RELAXATION RESPONSE-BASED YOGA IMPROVES FUNCTIONING IN YOUNG CHILDREN WITH AUTISM: A PILOT STUDY. OBJECTIVES: THE STUDY OBJECTIVES WERE TO DEVELOP AND OBJECTIVELY ASSESS THE THERAPEUTIC EFFECT OF A NOVEL MOVEMENT-BASED COMPLEMENTARY AND ALTERNATIVE MEDICINE APPROACH FOR CHILDREN WITH AN AUTISM-SPECTRUM DISORDER (ASD). DESIGN: A WITHIN-SUBJECT ANALYSIS COMPARING PRE- TO POST-TREATMENT SCORES ON TWO STANDARD MEASURES OF CHILDHOOD BEHAVIORAL PROBLEMS WAS USED. SETTINGS AND LOCATION: THE INTERVENTION AND DATA ANALYSIS OCCURRED AT A TERTIARY CARE, MEDICAL SCHOOL TEACHING HOSPITAL. SUBJECTS: TWENTY-FOUR (24) CHILDREN AGED 3-16 YEARS WITH A DIAGNOSIS OF AN ASD COMPRISED THE STUDY GROUP. INTERVENTION: THE EFFICACY OF AN 8-WEEK MULTIMODAL YOGA, DANCE, AND MUSIC THERAPY PROGRAM BASED ON THE RELAXATION RESPONSE (RR) WAS DEVELOPED AND EXAMINED. OUTCOME MEASURES: THE STUDY OUTCOME WAS MEASURED USING THE BEHAVIORAL ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION (BASC-2) AND THE ABERRANT BEHAVIORAL CHECKLIST (ABC). RESULTS: ROBUST CHANGES WERE FOUND ON THE BASC-2, PRIMARILY FOR 5-12-YEAR-OLD CHILDREN. UNEXPECTEDLY, THE POST-TREATMENT SCORES ON THE ATYPICALITY SCALE OF THE BASC-2, WHICH MEASURES SOME OF THE CORE FEATURES OF AUTISM, CHANGED SIGNIFICANTLY (P=0.003). CONCLUSIONS: A MOVEMENT-BASED, MODIFIED RR PROGRAM, INVOLVING YOGA AND DANCE, SHOWED EFFICACY IN TREATING BEHAVIORAL AND SOME CORE FEATURES OF AUTISM, PARTICULARLY FOR LATENCY-AGE CHILDREN.	2011	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
4 2062 32 THE BENEFITS OF YOGA IN THE CLASSROOM: A MIXED-METHODS APPROACH TO THE EFFECTS OF POSES AND BREATHING AND RELAXATION TECHNIQUES. BACKGROUND: DISADVANTAGED YOUTH IN THE UNITED STATES ARE DISPROPORTIONATELY LIKELY TO BE MORE SEDENTARY AND OBESE AND EXPERIENCE MORE STRESS THAN THEIR COUNTERPARTS WITH HIGHER SOCIOECONOMIC STATUS. YOGA AND BREATHING AND RELAXATION TECHNIQUES HAVE POSITIVE EFFECTS ON STRESS LEVELS, PHYSICAL ACTIVITY LEVELS, AND BEHAVIOR OF SCHOOL-AGED CHILDREN. AIMS: USING SOCIAL COGNITIVE THEORY TO EXAMINE BEHAVIORAL, PERSONAL, AND ENVIRONMENTAL FACTORS, THE PURPOSE OF THIS PILOT STUDY WAS TO EXAMINE THE MULTILEVEL INFLUENCES OF A YOGA-BASED CLASSROOM INTERVENTION ON URBAN YOUTH. METHODS: USING A MIXED METHODOLOGICAL QUASI-EXPERIMENTAL DESIGN, THIS PILOT STUDY INCLUDED THE THIRD GRADE STUDENTS (N = 40) AT ONE URBAN ELEMENTARY SCHOOL. A SURVEY CONTAINED STRESS, YOGA BEHAVIOR, AND AGGRESSION SCALES. IN ADDITION, INDIVIDUAL STUDENT INTERVIEWS, A TEACHER INTERVIEW, AND CLASSROOM OBSERVATIONS WERE CONDUCTED. RESULTS: PAIRED AND INDEPENDENT SAMPLE T-TESTS SHOWED PRE/POST DIFFERENCES IN YOGA PARTICIPATION BOTH IN AND OUT OF SCHOOL FOR THE INTERVENTION PARTICIPANTS (P < 0.01). QUALITATIVE ANALYSIS REVEALED THREE MAIN THEMES: (1) INCREASED USE AND ENJOYMENT OF YOGA TECHNIQUES, (2) BEHAVIORAL CHANGES BOTH IN/OUT OF SCHOOL, AND (3) IMPACT ON PERSONAL FACTORS. CONCLUSIONS: FINDINGS SUGGEST THAT URBAN CLASSROOMS SHOULD INCLUDE YOGA AND MINDFULNESS TRAINING AS IT CONTRIBUTES TO DAILY STUDENT PA AND ALSO CAN BE STRESS RELIEVING, FUN, CALMING, AND EASY TO PERFORM OUTSIDE OF SCHOOL.	2020	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
5  853 27 EFFECT OF YOGA ON THE MOTOR PROFICIENCY OF CHILDREN WITH AUTISM SPECTRUM DISORDER AND THE FEASIBILITY OF ITS INCLUSION IN SPECIAL SCHOOL ENVIRONMENTS. YOGA AS A MOVEMENT-BASED INTERVENTION IS INCREASINGLY CONSIDERED TO IMPROVE THE MOTOR SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD). HOWEVER, THERE IS LITTLE EVIDENCE OF THE EFFECT OF YOGA ON THEIR MOTOR SKILLS. THE CURRENT STUDY AIMS TO EXPLORE THE EFFECT OF GROUP YOGA PROGRAM ON MOTOR PROFICIENCY OF CHILDREN WITH ASD AND FEASIBILITY OF ITS INCLUSION IN SPECIAL SCHOOLS. FORTY-THREE CHILDREN WITH ASD FROM FOUR SPECIAL SCHOOLS WERE RANDOMIZED INTO YOGA (N = 23) AND CONTROL (N = 20) GROUP. A STRUCTURED YOGA PROGRAM OF 45 MIN FOR 12 WEEKS WAS DELIVERED BY TRAINED YOGA TEACHERS WHO ALSO TRACKED THEIR DAILY RESPONSES. THE BRUININKS-OSERETSKY TEST OF MOTOR PROFICIENCY. SECOND EDITION WAS USED TO ASSESS BOTH THE GROUPS PRE- AND POSTINTERVENTION. IN CONCLUSION, THE STUDY HIGHLIGHTED THAT YOGA APPEARS TO HAVE A POSITIVE IMPACT ON THE GROSS MOTOR RATHER THAN FINE MOTOR PROFICIENCY OF CHILDREN WITH ASD AND IS FEASIBLE TO BE DELIVERED AS GROUP INTERVENTION IN SPECIAL SCHOOLS.	2022	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
6 1126 32 EFFICACY OF STRUCTURED YOGA INTERVENTION FOR SLEEP, GASTROINTESTINAL AND BEHAVIOUR PROBLEMS OF ASD CHILDREN: AN EXPLORATORY STUDY. INTRODUCTION: AUTISM SPECTRUM DISORDER (ASD) IS A NEURO DEVELOPMENTAL DISORDER WHICH APPEARS AT EARLY CHILDHOOD AGE BETWEEN 18 AND 36 MONTHS. APART FROM BEHAVIOUR PROBLEMS ASD CHILDREN ALSO SUFFER FROM SLEEP AND GASTROINTESTINAL (GI) PROBLEMS. MAJOR BEHAVIOUR PROBLEMS OF ASD CHILDREN ARE LACK OF SOCIAL COMMUNICATION AND INTERACTION, LESS ATTENTION SPAN, REPETITIVE AND RESTRICTIVE BEHAVIOUR, LACK OF EYE TO EYE CONTACT, AGGRESSIVE AND SELF-INJURIOUS BEHAVIOURS, SENSORY INTEGRATION PROBLEMS, MOTOR PROBLEMS, DEFICIENCY IN ACADEMIC ACTIVITIES, ANXIETY AND DEPRESSION ETC. OUR HYPOTHESIS IS THAT STRUCTURED YOGA INTERVENTION WILL BRINGS SIGNIFICANT CHANGES IN THE PROBLEMS OF ASD CHILDREN. AIM: THE AIM OF THIS STUDY WAS TO FIND OUT EFFICACY OF STRUCTURED YOGA INTERVENTION FOR SLEEP PROBLEMS, GASTROINTESTINAL PROBLEMS AND BEHAVIOUR PROBLEMS OF ASD CHILDREN. MATERIALS AND METHODS: IT WAS AN EXPLORATORY STUDY WITH PRE-TEST AND POST-TEST CONTROL DESIGN. THREE SETS OF QUESTIONNAIRES HAVING 61 QUESTIONS DEVELOPED BY RESEARCHERS WERE USED TO COLLECT DATA PRE AND POST YOGA INTERVENTION. QUESTIONNAIRES WERE BASED ON THREE PROBLEMATIC AREAS OF ASD CHILDREN AS MENTIONED ABOVE AND WERE ADMINISTERED TO PARENTS BY TEACHERS UNDER THE SUPERVISION OF RESEARCHER AND CLINICAL PSYCHOLOGISTS. EXPERIMENTAL GROUP WAS GIVEN YOGA INTERVENTION FOR A PERIOD OF 90 DAYS AND CONTROL GROUP CONTINUED WITH SCHOOL CURRICULUM. RESULTS: BOTH CHILDREN AND PARENTS PARTICIPATED IN THIS INTERVENTION. SIGNIFICANT CHANGES WERE SEEN POST YOGA INTERVENTION IN THREE AREAS OF PROBLEMS AS MENTIONED ABOVE. STATISTICAL ANALYSIS ALSO SHOWED SIGNIFICANCE VALUE OF 0.001 IN THE RESULT. CONCLUSION: STRUCTURED YOGA INTERVENTION CAN BE CONDUCTED FOR A LARGE GROUP OF ASD CHILDREN WITH PARENT'S INVOLVEMENT. YOGA CAN BE USED AS ALTERNATIVE THERAPY TO REDUCE THE SEVERITY OF SYMPTOMS OF ASD CHILDREN.	2017	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
7 1164 33 EVALUATING THE EFFECTS OF A YOGA-BASED PROGRAM INTEGRATED WITH THIRD-WAVE COGNITIVE BEHAVIORAL THERAPY COMPONENTS ON SELF-REGULATION IN CHILDREN ON THE AUTISM SPECTRUM: A PILOT RANDOMIZED CONTROLLED TRIAL. LAY ABSTRACT: CHILDREN ON THE AUTISM SPECTRUM MAY EXPERIENCE DIFFICULTIES WITH THE REGULATION OF ATTENTION, THOUGHTS, EMOTIONS, AND BEHAVIOR, UNDERSTANDING, AND EXPRESSING THEIR EMOTIONS APPROPRIATELY, AS WELL AS ANXIETY, AND SLEEP. IN AUTISM RESEARCH, CONTEMPLATIVE PRACTICES THAT WORK THROUGH BOTH BODY AND MIND HAVE SHOWN TENTATIVELY PROMISING RESULTS. HOWEVER, THERE ARE LIMITED STUDIES ON THIS TOPIC, AND THE USE OF YOGA TO FACILITATE EXECUTIVE CONTROL HAS NOT BEEN RESEARCHED YET. THE INCREDIBLE EXPLORERS (6-WEEK PROGRAM), A YOGA-INFORMED INTERVENTION PROGRAM FOR CHILDREN (8-12 YEARS), WAS DEVELOPED TO UNDERSTAND WHETHER, FOR CHILDREN ON THE AUTISM SPECTRUM, THE TRAINING COULD IMPROVE THE ABILITY TO SELF-REGULATE, REDUCE ANXIETY AND SLEEP PROBLEMS, AND INCREASE AWARENESS OF EMOTIONS. IN OUR SAMPLE, 61 CHILDREN WITH ONE OF THEIR PARENTS COMPLETED THE PROGRAM. HALF OF THE GROUP RECEIVED THE INTERVENTION, AND THE OTHER HALF HAD TO WAIT UNTIL THE YOGA GROUP COMPLETED THEIR TRIAL. THE PARTICIPANTS WERE ASKED TO GIVE THEIR FEEDBACK IMMEDIATELY AFTER PROGRAM COMPLETION AND AT 6-WEEK FOLLOW-UP. COMPARED TO THE GROUP THAT WAS WAITING TO RECEIVE THE INTERVENTION, PARENTS IN THE YOGA GROUP REPORTED SIGNIFICANT GAINS FOR THEIR CHILDREN IN REGULATING THEIR OVERALL EXECUTIVE CONTROL IMMEDIATELY AFTER THE SESSION AND AGAIN AT FOLLOW-UP. THE PARENTS REPORTED A REDUCTION IN SOME OF THE SLEEP PROBLEMS POST-TREATMENT. CHILDREN INDICATED AN IMPROVED ABILITY TO COMMUNICATE THEIR FEELINGS AND WILLINGNESS TO ANALYZE THEIR EMOTIONS POST-INTERVENTION. HOWEVER, THE STUDY HAD SEVERAL SHORTCOMINGS AND GIVEN THAT THIS WAS THE FIRST TRIAL OF THE PROGRAM, THE RESULTS NEED TO BE INTERPRETED WITH CAUTION. FURTHER RESEARCH IS RECOMMENDED.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
8 2191 29 THE EFFECTS OF YOGA PRACTICE IN SCHOOL PHYSICAL EDUCATION ON CHILDREN'S MOTOR ABILITIES AND SOCIAL BEHAVIOR. BACKGROUND: IN RECENT YEARS, YOGA PROGRAMS IN CHILDHOOD HAVE BEEN IMPLEMENTED IN SCHOOLS, TO PROMOTE THE DEVELOPMENT FOR CHILDREN. AIM: TO INVESTIGATE THE EFFECTS OF YOGA PROGRAM IN PHYSICAL EDUCATION CLASSES ON THE MOTOR ABILITIES AND SOCIAL BEHAVIOR PARAMETERS OF 6-8-YEAR-OLD CHILDREN. METHODS: THE STUDY INCLUDED 16 CHILDREN FROM THE 1(ST) GRADE OF A PUBLIC ELEMENTARY SCHOOL IN THE SOUTH OF BRAZIL. THE CHILDREN PARTICIPATED IN A 12-WEEK INTERVENTION, TWICE WEEKLY, WITH 45 MIN EACH SESSION. TO ASSESS CHILDREN'S PERFORMANCE, WE USED THE BRUININKS-OSERETSKY TEST OF MOTOR PROFICIENCY - SECOND EDITION, THE FLEXIBILITY TEST (SIT AND REACH - EUROFIT, 1988), THE PICTORIAL SCALE OF PERCEIVED COMPETENCE AND SOCIAL ACCEPTANCE FOR YOUNG CHILDREN AND SEMI-STRUCTURED INTERVIEWS WITH CHILDREN, PARENTS, AND CLASSROOM' TEACHER. DATA WERE ANALYZED WITH WILCOXON TEST AND LEVEL OF SIGNIFICANCE WAS 5%. RESULTS: THE YOGA PROGRAM WAS WELL ACCEPTED BY CHILDREN, CHILDREN ALSO DEMONSTRATED SIGNIFICANT AND POSITIVE CHANGES IN OVERALL MOTOR ABILITIES SCORES (BALANCE, STRENGTH, AND FLEXIBILITY). IN ADDITION, THE INTERVIEWS REPORTED CHANGING IN SOCIAL BEHAVIOR AND THE USE OF THE KNOWLEDGE LEARNED IN THE PROGRAM IN CONTEXTS OUTSIDE OF SCHOOL. CONCLUSION: THESE FINDINGS SUGGEST THAT THE IMPLEMENTATION OF YOGA PRACTICE IN PHYSICAL EDUCATION LESSONS CONTRIBUTED TO CHILDREN'S DEVELOPMENT.	2016	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
9  249 27 A YOGA INTERVENTION FOR YOUNG CHILDREN: SELF-REGULATION AND EMOTION REGULATION. YOGA-BASED INTERVENTIONS HAVE BEEN IMPLEMENTED IN SCHOOLS AND DEMONSTRATED PROMISING RESULTS ON STUDENTS' SELF-REGULATION OUTCOMES. NEVERTHELESS, THERE IS LIMITED LITERATURE ON THE EFFECTS THAT YOGA MAY HAVE FOR CHILDREN IN THE EARLY PRIMARY GRADES, DESPITE THE EVIDENCE DEMONSTRATING THAT THIS IS AN OPPORTUNE PERIOD IN DEVELOPMENT FOR EARLY SELF-REGULATION. FEW STUDIES HAVE FOCUSED ON YOUNG CHILDREN LIVING IN THE CONTEXT OF ECONOMIC DIFFICULTY, WHICH CAN HINDER CHILDREN'S DEVELOPMENT OF SELF-REGULATORY SKILLS AND EDUCATIONAL TRAJECTORIES. THE EFFECTS OF AN EIGHT-WEEK YOGA INTERVENTION ON ECONOMICALLY DISADVANTAGED PRE-KINDERGARTEN AND KINDERGARTEN CHILDREN'S SELF-REGULATION AND EMOTION REGULATION WERE EXAMINED VIA A PAIRED WITHIN-SUBJECTS COMPARISON STUDY. NINE CLASSROOMS WERE ASSIGNED TO THE YOGA INTERVENTION (TREATMENT FIRST, TXFIRST; N = 90) OR A WAIT-LIST CONTROL GROUP (TREATMENT SECOND, TXSECOND; N = 64). ALL CHILDREN WERE ASSESSED AT PRE-INTERVENTION (TIME 1), POST-INTERVENTION ASSESSMENT FOR TXFIRST (TIME 2), AND POST-INTERVENTION ASSESSMENT FOR TXSECOND (TIME 3). CHILDREN DEMONSTRATED SIGNIFICANT PREDICTED GAINS ON A BEHAVIORAL TASK OF SELF-REGULATION AND DECLINES IN TEACHER-RATED SUBMISSIVE VENTING AND TOTAL BEHAVIOR PROBLEMS. IMPLICATIONS FOR FUTURE RESEARCH ARE DISCUSSED, WITH A FOCUS ON INCLUDING FOLLOW-UP ASSESSMENTS AND MULTIPLE DIMENSIONS OF FIDELITY OF IMPLEMENTATION.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
10 1753 32 PILOTING YOGA AND ASSESSING OUTCOMES IN A RESIDENTIAL BEHAVIOURAL HEALTH UNIT. THIS STUDY EXAMINED IF ADOLESCENTS ON A RESIDENTIAL BEHAVIOURAL HEALTH UNIT WOULD PARTICIPATE IN A YOGA INTERVENTION. YOGA HAS BEEN USED AS A MIND-BODY PRACTICE FOR MORE THAN 2000 YEARS; HOWEVER, STUDIES ARE LIMITED REGARDING ITS EFFECTS ON ADOLESCENTS WITH MENTAL ILLNESS ON AN INPATIENT UNIT. YOGA WAS ADDED, TWICE WEEKLY, TO THE PROGRAM SCHEDULE. TRAIT EMOTIONAL INTELLIGENCE QUESTIONNAIRE-ADOLESCENT SHORT FORM (TEIQUE-ASF) SCORES WERE MEASURED OVER 8 WEEKS. ADDITIONAL MEASURES INCLUDED DAILY NUMBERS OF QUIET TIMES, TIME OUTS, AND POINT CARD SCORES. TWENTY-TWO ADOLESCENTS COMPLETED THE STUDY. THE TEIQUE-ASF ASSESSMENT WAS ABLE TO DETECT CHANGES IN TOTAL SCORES OVER 8 WEEKS. INCREASED YOGA PARTICIPATION WAS RELATED TO HIGHER VALUES OF THE TEIQUE-ASF SUBDOMAIN OF SOCIABILITY, INCREASE IN WEEKLY POINT CARD TOTALS, A DECREASE IN BEHAVIOURAL TIME OUTS, AND A DECREASE IN COMBINED BEHAVIOURAL INTERVENTIONS AT VARIOUS TIME POINTS THROUGHOUT THE PROGRAMME. THIS STUDY WAS RELEVANT BECAUSE IT WAS CONDUCTED ON AN ADOLESCENT INPATIENT UNIT. IT PROVIDES SUPPORT THAT YOGA, AS PART OF A RESIDENTIAL PROGRAMME, IS A FEASIBLE INTERVENTION FOR ADOLESCENTS WITH MENTAL ILLNESS. CHANGES IN THE VARIOUS MEASURES CANNOT BE DIRECTLY LINKED TO YOGA BECAUSE OF LACK OF A COMPARISON GROUP. ADDITIONAL STUDIES WITH A LARGER SAMPLE, AND RANDOMIZATION, ARE NEEDED TO EVALUATE THE POTENTIAL BENEFITS OF YOGA AND TO DETERMINE IF CHANGES TO THE TEIQUE-ASF CAN BE ATTRIBUTED TO YOGA OR OTHER BEHAVIOURAL-BASED INTERVENTIONS. LITTLE IS KNOWN ABOUT HOW YOGA WILL IMPACT BEHAVIOURAL HEALTH OUTCOMES FOR ADOLESCENTS WITH MENTAL ILLNESS IN AN INPATIENT SETTING. THIS STUDY EXAMINED IF ADOLESCENTS ON A RESIDENTIAL BEHAVIOURAL HEALTH UNIT WOULD PARTICIPATE IN A YOGA INTERVENTION TO ADDRESS EMOTIONAL REGULATION. A SINGLE COHORT STUDY DESIGN WAS USED. YOGA WAS ADDED TO THE PROGRAMME SCHEDULE TWICE WEEKLY. TRAIT EMOTIONAL INTELLIGENCE QUESTIONNAIRE-ADOLESCENT SHORT FORM (TEIQUE-ASF) SCORES AND ADDITIONAL BEHAVIOURAL MEASURES WERE TRACKED OVER 8 WEEKS. ADOLESCENTS PARTICIPATED IN YOGA, WITH A HIGHER PARTICIPATION RATE FOR GIRLS COMPARED WITH BOYS. THE TEIQUE-ASF ASSESSMENT DETECTED CHANGES IN TOTAL SCORE OVER 8 WEEKS. INCREASED YOGA PARTICIPATION WAS RELATED TO HIGHER VALUES OF THE TEIQUE-ASF SUBDOMAIN OF SOCIABILITY, INCREASE IN WEEKLY POINT CARD TOTALS, AND A DECREASE IN COMBINED BEHAVIOURAL INTERVENTIONS AT VARIOUS TIME POINTS THROUGHOUT THE PROGRAMME. THIS STUDY WAS RELEVANT BECAUSE IT WAS CONDUCTED ON AN ADOLESCENT INPATIENT UNIT. FURTHER STUDIES ARE NEEDED TO DETERMINE IF CHANGES CAN BE ATTRIBUTED TO YOGA OR OTHER BEHAVIOURAL-BASED INTERVENTIONS. IF SUPPORTED BY FURTHER STUDIES, YOGA HAS THE POTENTIAL TO BE A COMPLIMENTARY THERAPY THAT CAN BE INTEGRATED INTO THE MULTIDISCIPLINARY TREATMENT APPROACH FOR MENTAL HEALTH PATIENTS.	2015	

11 1652 30 MULTIMODAL BEHAVIOR PROGRAM FOR ADHD INCORPORATING YOGA AND IMPLEMENTED BY HIGH SCHOOL VOLUNTEERS: A PILOT STUDY. A LOW-COST RESOURCE APPROACH TO ADHD THERAPY WOULD BE A PRACTICAL APPROACH TO TREATING CHILDREN IN DEVELOPING COUNTRIES. RESEARCH HAS SHOWN THAT ADHD IS PREVALENT IN ALL AREAS OF THE WORLD, AND YET TREATMENT FOR CHILDREN IN MORE IMPOVERISHED COUNTRIES IS STILL LACKING. THE APPROACH TAKEN WAS TO COMBINE YOGA AND MEDITATION COMBINED WITH MULTIMODAL BEHAVIORAL THERAPY PROGRAM FOR CHILDREN AGEING 6 TO 11. THE PROGRAM WAS KEPT LOW COST BY USING TRAINED HIGH SCHOOL VOLUNTEERS AND INTEGRATING THE PROGRAM WITHIN THE PUBLIC SCHOOL. AFTER 6 WEEKS OF THE PROGRAM, 90.5% OF CHILDREN SHOWED IMPROVEMENT AS MEASURED BY THEIR PERFORMANCE IMPAIRMENT SCORE, A MEASUREMENT OF ACADEMIC PERFORMANCE. PARENT AND TEACHER EVALUATIONS OF BEHAVIOR ALSO FOUND IMPROVEMENT AS 25 OF THE 64 CHILDREN (39.1%) IMPROVED INTO THE NORMAL RANGE AS MEASURED BY THE VANDERBILT QUESTIONNAIRE. MOREOVER, CHILDREN COULD SUCCESSFULLY LEARN BOTH YOGA AND MEDITATION FROM HIGH SCHOOL STUDENTS IRRESPECTIVE OF THEIR AGE, ADHD TYPE, OR INITIAL PERFORMANCE IMPAIRMENT. THE RESULTS DEMONSTRATE EFFICACY OF A MULTIMODAL BEHAVIORAL PROGRAM INCORPORATING YOGA AND MEDITATION. THE USE OF HIGH SCHOOL VOLUNTEERS FROM SCHOOLS IN THE AREA DEMONSTRATES AN EFFECTIVE LOW-COST AND UNIVERSALLY APPLICABLE APPROACH.	2011	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
12  160 28 A RANDOMISED CONTROLLED TRIAL COMPARING THE IMPACT OF YOGA AND PHYSICAL EDUCATION ON THE EMOTIONAL AND BEHAVIOURAL FUNCTIONING OF MIDDLE SCHOOL CHILDREN. BACKGROUND: YOGA PROGRAMS GEARED FOR SCHOOL CHILDREN HAVE BECOME MORE WIDESPREAD, BUT RESEARCH REGARDING ITS IMPACT ON CHILDREN IS LACKING. SEVERAL STUDIES HAVE REPORTED POSITIVE OUTCOMES, THOUGH THERE IS A NEED FOR MORE RANDOMISED CONTROLLED TRIALS. OBJECTIVES: TO DETERMINE THE EFFECTS OF YOGA ON CHILDREN'S EMOTIONAL AND BEHAVIOURAL FUNCTIONING WHEN COMPARED WITH PHYSICAL EDUCATION (PE) CLASSES. METHODS: THIRTY MIDDLE SCHOOL CHILDREN WERE RANDOMISED TO PARTICIPATE IN EITHER A SCHOOL-BASED ASHTANGA-INFORMED YOGA OR PE CLASS THREE TIMES A WEEK FOR 12 WEEKS. EMOTIONAL (I.E. AFFECT, SELF-PERCEPTIONS) AND BEHAVIOURAL (I.E. INTERNALISING AND EXTERNALISING PROBLEMS, AGGRESSION) FUNCTIONING WERE MEASURED PRE AND POST-INTERVENTION. RESULTS: THERE WERE NO SIGNIFICANT CHANGES BETWEEN GROUPS IN SELF-REPORTED POSITIVE AFFECT, GLOBAL SELF-WORTH, AGGRESSION INDICES OR PARENT REPORTS OF THEIR CHILDREN'S EXTERNALISING AND INTERNALISING PROBLEMS. HOWEVER, NEGATIVE AFFECT INCREASED FOR THOSE CHILDREN PARTICIPATING IN YOGA WHEN COMPARED TO THE PE PROGRAM. CONCLUSIONS: IN GENERAL, FINDINGS SUGGEST THAT YOGA AND PE CLASSES DO NOT DIFFERENTIALLY IMPACT ON MIDDLE SCHOOL CHILDREN'S EMOTIONAL AND BEHAVIOURAL FUNCTIONING. HOWEVER, CHILDREN REPORTED EXPERIENCING INCREASED NEGATIVE EMOTIONS AFTER RECEIVING YOGA WHILE CHILDREN IN THE PE GROUP REPORTED A DECREASE IN THESE FEELINGS. IMPLICATIONS OF THESE RESULTS AND POTENTIAL DIRECTIONS FOR FUTURE RESEARCH ON CHILDREN'S YOGA ARE DISCUSSED.	2014	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
13  208 35 A SINGLE SESSION OF AN INTEGRATED YOGA PROGRAM AS A STRESS MANAGEMENT TOOL FOR SCHOOL EMPLOYEES: COMPARISON OF DAILY PRACTICE AND NONDAILY PRACTICE OF A YOGA THERAPY PROGRAM. OBJECTIVES: THE AIM OF THIS STUDY WAS TO ASSESS THE EFFECT OF THE DAILY PRACTICE OF A YOGA THERAPY PROGRAM LEARNT DURING A SINGLE SESSION OF AN INTEGRATED YOGA INTERVENTION THAT WAS DEVELOPED BY US AS A STRESS MANAGEMENT TOOL FOR SCHOOL EMPLOYEES. SUBJECTS: NINETY SCHOOL EMPLOYEES. DESIGN: CASE-CONTROL STUDY. THREE MONTHS AFTER THE INTERVENTION, THE SUBJECTS WERE ASSIGNED TO A DAILY PRACTICE GROUP (CASE: N=43) AND A NONCONSECUTIVE DAILY PRACTICE GROUP (CONTROL: N=47) ACCORDING TO THEIR DAILY PRACTICE LEVEL OF THE YOGA THERAPY PROGRAM. INTERVENTIONS: THE SUBJECTS PARTICIPATED IN A STRESS MANAGEMENT EDUCATION PROGRAM BASED ON AN INTEGRATED YOGA THERAPY SESSION. THE PROGRAM INCLUDED PSYCHOLOGICAL EDUCATION AND COUNSELING ABOUT STRESS MANAGEMENT AND YOGA THEORIES, AS WELL AS THE PRACTICES OF ASANAS, PRANAYAMA, RELAXATION, AND COGNITIVE STRUCTURE BASED ON INDIAN PHILOSOPHY. OUTCOME MEASURES: ASSESSMENTS WERE PERFORMED BEFORE AND AFTER THE PROGRAM USING THE SUBJECTIVE UNITS OF DISTRESS FOR MIND AND BODY AND THE TWO-DIMENSIONAL MOOD SCALE. THE GENERAL HEALTH QUESTIONNAIRE 28 (GHQ28) WAS USED TO ASSESS THE MENTAL HEALTH STATE BEFORE THE INTERVENTION AND AT 3 MONTHS AFTER THE PROGRAM. RESULTS: THE SUBJECTS SHOWED SIGNIFICANT INCREASES IN THEIR LEVELS OF CALMNESS, COMFORT, AND CHEERFULNESS (P<0.001) AND SIGNIFICANT DECREASES IN COGNITIVE MIND AND BODY STRESS (P<0.001) AFTER PARTICIPATING IN THE INTEGRATED YOGA PROGRAM. A COMPARISON OF THE TOTAL SCORES ON THE GHQ28 USING A TWO-WAY ANALYSIS OF VARIANCE SHOWED SIGNIFICANT DIFFERENCES BETWEEN THE TWO GROUPS IN TERMS OF BOTH INTERACTION (P=0.047) AND THE MAIN EFFECT (P=0.026). CONCLUSIONS: THE PRESENT RESULTS SUGGESTED THAT A SINGLE SESSION OF AN INTEGRATED YOGA PROGRAM WAS EFFECTIVE FOR REDUCING STRESS AND THAT THE MENTAL HEALTH OF SCHOOL EMPLOYEES WAS PROMOTED BY THE DAILY PRACTICE OF THE YOGA THERAPY PROGRAM.	2015	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
14  955 23 EFFECTS OF A KUNDALINI YOGA PROGRAM ON ELEMENTARY AND MIDDLE SCHOOL STUDENTS' STRESS, AFFECT, AND RESILIENCE. OBJECTIVE: THE YOUR OWN GREATNESS AFFIRMED (YOGA) FOR YOUTH PROGRAM DELIVERS YOGA TO URBAN INNER-CITY SCHOOLS WITH THE GOAL OF PROVIDING PRACTICAL BENEFITS THAT SUPPORT UNDERSERVED CHILDREN AT HIGH RISK OF BEHAVIORAL AND EMOTIONAL PROBLEMS. A 10-WEEK YOGA FOR YOUTH PROGRAM DELIVERED 1 TO 2 TIMES PER WEEK WAS IMPLEMENTED IN 3 SCHOOLS IN URBAN NEIGHBORHOODS TO EXAMINE THE EFFECT OF THE PROGRAM ON STUDENT STRESS, AFFECT, AND RESILIENCE. METHODS: THIRTY CHILDREN WERE ADMINISTERED THE PERCEIVED STRESS SCALE, THE POSITIVE AND NEGATIVE AFFECT SCHEDULE, AND THE RESILIENCE SCALE BEFORE AND AFTER THE YOGA PROGRAM. AFTER THE PROGRAM, INFORMAL QUALITATIVE INTERVIEWS WERE CONDUCTED WITH SCHOOL TEACHERS, YOGA TEACHERS, AND STUDENTS TO DETERMINE THE OVERALL IMPACT OF THE YOGA PROGRAM. RESULTS: THE QUANTITATIVE RESULTS OF THIS STUDY INDICATED THAT THE YOGA PROGRAM SIGNIFICANTLY IMPROVED STUDENTS STRESS (P < 0.05), POSITIVE AFFECT (P < 0.05), AND RESILIENCE (P < 0.001). THE QUALITATIVE RESULTS INDICATED THAT STUDENTS, SCHOOL TEACHERS, AND YOGA TEACHERS ALL FOUND THE PROGRAM TO BE BENEFICIAL FOR STUDENTS' WELL-BEING. CONCLUSION: TAKEN TOGETHER, THESE DATA SUGGEST THAT THE YOGA FOR YOUTH PROGRAM MAY PROVIDE STUDENTS IN LOW-INCOME URBAN SCHOOLS WITH BEHAVIORAL SKILLS THAT WILL PROTECT AGAINST RISK FACTORS ASSOCIATED WITH THE DEVELOPMENT OF BEHAVIORAL AND EMOTIONAL PROBLEMS.	2018	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
15  970 27 EFFECTS OF AN 8-WEEK YOGA PROGRAM ON SUSTAINED ATTENTION AND DISCRIMINATION FUNCTION IN CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER. THIS STUDY INVESTIGATED WHETHER A YOGA EXERCISE INTERVENTION INFLUENCED THE SUSTAINED ATTENTION AND DISCRIMINATION FUNCTION IN CHILDREN WITH ADHD. FORTY-NINE PARTICIPANTS (MEAN AGE = 10.50 YEARS) WERE ASSIGNED TO EITHER A YOGA EXERCISE OR A CONTROL GROUP. PARTICIPANTS WERE GIVEN THE VISUAL PURSUIT TEST AND DETERMINATION TEST PRIOR TO AND AFTER AN EIGHT-WEEK EXERCISE INTERVENTION (TWICE PER WEEK, 40 MIN PER SESSION) OR A CONTROL INTERVENTION. SIGNIFICANT IMPROVEMENTS IN ACCURACY RATE AND REACTION TIME OF THE TWO TESTS WERE OBSERVED OVER TIME IN THE EXERCISE GROUP COMPARED WITH THE CONTROL GROUP. THESE FINDINGS SUGGEST THAT ALTERNATIVE THERAPIES SUCH AS YOGA EXERCISES CAN BE COMPLEMENTARY TO BEHAVIORAL INTERVENTIONS FOR CHILDREN WITH ATTENTION AND INHIBITION PROBLEMS. SCHOOLS AND PARENTS OF CHILDREN WITH ADHD SHOULD CONSIDER ALTERNATIVES FOR MAXIMIZING THE OPPORTUNITIES THAT CHILDREN WITH ADHD CAN ENGAGE IN STRUCTURED YOGA EXERCISES.	2017	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
16 1884 28 REDUCING STRESS IN SCHOOL-AGE GIRLS THROUGH MINDFUL YOGA. INTRODUCTION: SCHOOL-AGE CHILDREN REPORT MUCH STRESS IN THEIR DAILY LIVES, WHICH MAY LEAD TO PSYCHOLOGICAL AND PHYSICAL PROBLEMS. MINDFULNESS-BASED STRESS REDUCTION IS A PROGRAM OF AWARENESS-BASED PRACTICES EFFECTIVE WITH ADULTS. THE PURPOSE OF THIS STUDY WAS TO INVESTIGATE THE EFFICACY OF MINDFULNESS TRAINING THROUGH YOGA WITH SCHOOL-AGE GIRLS TO REDUCE PERCEIVED STRESS, ENHANCE COPING ABILITIES, SELF-ESTEEM, AND SELF-REGULATION, AND EXPLORE THE RELATIONSHIP BETWEEN THE DOSE OF THE INTERVENTION AND OUTCOMES. METHOD: FOURTH- AND FIFTH-GRADE GIRLS WERE RECRUITED FROM TWO PUBLIC SCHOOLS AND RANDOMLY ASSIGNED TO INTERVENTION AND WAIT-LIST CONTROL GROUPS. THE INTERVENTION GROUP MET 1 HOUR A WEEK FOR 8 WEEKS AND COMPLETED 10 MINUTES OF DAILY HOMEWORK. RESULTS: SELF-ESTEEM AND SELF-REGULATION INCREASED IN BOTH GROUPS. THE INTERVENTION GROUP WAS MORE LIKELY TO REPORT GREATER APPRAISAL OF STRESS (P < .01) AND GREATER FREQUENCY OF COPING (P < .05). HOMEWORK ACCOUNTED FOR 7% OF THE VARIANCE IN REPORTED STRESS. DISCUSSION: CONSISTENT WITH REPORTS OF MINDFULNESS TRAINING, GREATER AWARENESS OF THE FEELINGS ASSOCIATED WITH STRESS MAY ENHANCE COPING ABILITIES. HOWEVER, IT IS POSSIBLE THAT THE INCREASING AWARENESS OF STRESSORS IN ITSELF INCREASED STRESS, POSSIBLY AS PART OF THE PROCESS OF DEVELOPING MINDFULNESS OR RELATED TO COGNITIVE, EMOTIONAL, OR SOCIAL DEVELOPMENT. MINDFULNESS IN CHILDREN MAY DIFFER FROM MINDFULNESS IN ADULTS AND WARRANTS FURTHER INVESTIGATION.	2012	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
17 1701 35 PARTICIPATION IN A YOGA STUDY DECREASES STRESS AND DEPRESSION SCORES FOR INCARCERATED WOMEN. INCARCERATED INDIVIDUALS EXHIBIT A HIGH INCIDENCE OF STRESS-RELATED DISORDERS, INCLUDING ADDICTION AND POSTTRAUMATIC STRESS DISORDER (PTSD), AS WELL AS THE ADDED STRESS OF CAPTIVITY. ACCESS TO STRESS-REDUCTION TOOLS IS LIMITED FOR THESE INDIVIDUALS. ONE POSSIBLE APPROACH MAY BE REGULAR STRUCTURED YOGA CLASSES. USING TWO APPROACHES, WE TESTED THE EFFECTIVENESS OF A BRIEF, INTENSIVE YOGA INTERVENTION IN A POPULATION OF INCARCERATED WOMEN IN A COUNTY JAIL. THE FIRST APPROACH WAS AN EXAMINATION OF ARCHIVAL DATA COLLECTED AS PART OF A PROGRAM ANALYSIS. INDIVIDUALS SHOWED CONSIDERABLE REDUCTION IN SELF-REPORTED STRESS FOLLOWING A SINGLE YOGA SESSION. THE SECOND APPROACH WAS AN EXPERIMENTAL STUDY USING A WEEK-LONG YOGA INTERVENTION. THIRTY-FOUR PARTICIPANTS WERE ASSIGNED TO EITHER THE YOGA OR CONTROL GROUP FOR THE FIRST WEEK. IN THE SECOND WEEK, THE CONDITIONS WERE REVERSED. PARTICIPANTS WERE ASSESSED WEEKLY, BEFORE AND AFTER INTERVENTION. BASELINE SCORES REVEALED HIGH RATES OF DEPRESSION, STRESS, AND EXPOSURE TO TRAUMATIC LIFE EVENTS COMPARED TO NORMATIVE DATA. STRESS AND DEPRESSION WERE ASSESSED USING THE PERCEIVED STRESS SCALE AND BECK DEPRESSION INVENTORY, RESPECTIVELY. COMPARED TO CONTROLS, PARTICIPANTS REPORTED LESS DEPRESSION AFTER A WEEK OF DAILY YOGA SESSIONS. PERCEIVED STRESS DECLINED UNDER BOTH CONTROL AND YOGA CONDITIONS. DUE TO THE TRANSIENT NATURE OF THE JAIL INSTITUTION, IT IS IMPORTANT TO EXAMINE INTERVENTIONS THAT CAN BE PROVIDED ON A SHORT-TERM BASIS. ALTHOUGH THERE WERE LIMITATIONS IN THIS STUDY, THE RESULTS SUPPORT THE CONCLUSION THAT THE BRIEF YOGA INTERVENTION HAD A POSITIVE EFFECT ON PARTICIPANTS' WELL-BEING.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
18  621 34 DEVELOPMENT, VALIDATION, AND FEASIBILITY OF A SCHOOL-BASED SHORT DURATION INTEGRATED CLASSROOM YOGA MODULE: A PILOT STUDY DESIGN. BACKGROUND: THE PRACTICE OF YOGA IS PROVEN TO HAVE PHYSICAL, COGNITIVE AND EMOTIONAL BENEFITS FOR SCHOOL CHILDREN. DESPITE THIS MANY SCHOOLS DO NOT INCLUDE YOGA IN THEIR DAILY SCHEDULE. THE REASONS CITED ARE LACK OF TIME AND RESOURCES. TO OVERCOME THESE PROBLEMS THE PRESENT STUDY AIMED TO DEVELOP AND VALIDATE A SHORT DURATION INTEGRATED CLASSROOM YOGA MODULE. THE DESIGN GUIDELINES WERE THAT IT SHOULD BE POSSIBLE TO PRACTICE IN THE CLASSROOM ENVIRONMENT AND THAT IT COULD BE LED BY THE CLASS TEACHER. IN THIS WAY THE MODULE WOULD OVERCOME THE PROBLEM OF BOTH TIME AND RESOURCE. MATERIALS AND METHODS: THE STUDY HAD TWO MAIN PHASES. IN THE FIRST PHASE, SELECTED ICYM PRACTICES BASED ON THE LITERATURE REVIEW WERE VALIDATED BY 21 SUBJECT MATTER EXPERTS USING LAWHSE'S CONTENT VALIDITY RATIO (CVR) FORMULA. IN THE SECOND PHASE, A PILOT STUDY USING A PAIRED SAMPLE PREPOST MEASUREMENT DESIGN WAS CARRIED OUT ON 49 HIGH SCHOOL CHILDREN. THE STUDY WAS CONDUCTED IN JUNE 2019. THE INTERVENTION PERIOD WAS 1 MONTH, AND THE TEST VARIABLES WERE PHYSICAL FITNESS, COGNITIVE PERFORMANCE, SELF-ESTEEM, EMOTIONAL WELL-BEING, AND PERSONALITY CHARACTERISTIC. PAIRED SAMPLE T-TEST WAS THE ANALYSIS TOOL AND THE SOFTWARE USED WAS THE STATISTICAL PACKAGE FOR THE SOCIAL SCIENCE VERSION 26. RESULTS: IN THE LAWSHE'S CVR ANALYSIS, 17 OUT OF THE 24 PRACTICES TESTED WERE RATED BY EXPERTS AS ESSENTIAL AS WAS THE OVERALL MODULE (CVR SCORE >/=0.429). IN THE PILOT STUDY, THERE WERE SIGNIFICANT DIFFERENCES IN THE POSTMEAN SCORES COMPARED TO PREMEAN SCORES, FOR ALL THE 4 EUROFIT PHYSICAL FITNESS TESTING BATTERY TESTS (P < 0.02), ALL THE THREE SCORES OF THE STROOP COLOR-WORD NAMING TASK (P < 0.001) AND THE ROSENBERG SELF-ESTEEM SCALE (P < 0.008). CONCLUSION: ICYM WAS VALIDATED AND FOUND FEASIBLE BY THE PRESENT STUDY. IT WAS FOUND TO HAVE A STATISTICALLY SIGNIFICANT IMPACT ON PHYSICAL FITNESS, COGNITIVE PERFORMANCE, AND SELF-ESTEEM VARIABLES. HOWEVER, A RANDOMIZED CONTROL TRIAL WITH A LONGER INTERVENTION PERIOD IS NEEDED TO STRENGTHEN THE PRESENT STUDY.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
19 1183 32 EVALUATION OF YOGA FOR PREVENTING ADOLESCENT SUBSTANCE USE RISK FACTORS IN A MIDDLE SCHOOL SETTING: A PRELIMINARY GROUP-RANDOMIZED CONTROLLED TRIAL. ADOLESCENCE IS A KEY DEVELOPMENTAL PERIOD FOR PREVENTING SUBSTANCE USE INITIATION, HOWEVER PREVENTION PROGRAMS SOLELY PROVIDING EDUCATIONAL INFORMATION ABOUT THE DANGERS OF SUBSTANCE USE RARELY CHANGE ADOLESCENT SUBSTANCE USE BEHAVIORS. RECENT RESEARCH SUGGESTS THAT MIND-BODY PRACTICES SUCH AS YOGA MAY HAVE BENEFICIAL EFFECTS ON SEVERAL SUBSTANCE USE RISK FACTORS, AND THAT THESE PRACTICES MAY SERVE AS PROMISING INTERVENTIONS FOR PREVENTING ADOLESCENT SUBSTANCE USE. THE PRIMARY AIM OF THE PRESENT STUDY WAS TO TEST THE EFFICACY OF YOGA FOR REDUCING SUBSTANCE USE RISK FACTORS DURING EARLY ADOLESCENCE. SEVENTH-GRADE STUDENTS IN A PUBLIC SCHOOL WERE RANDOMLY ASSIGNED BY CLASSROOM TO RECEIVE EITHER A 32-SESSION YOGA INTERVENTION (N = 117) IN PLACE OF THEIR REGULAR PHYSICAL EDUCATION CLASSES OR TO CONTINUE WITH PHYSICAL-EDUCATION-AS-USUAL (N = 94). PARTICIPANTS (63.2 % FEMALE; 53.6 % WHITE) COMPLETED PRE- AND POST-INTERVENTION QUESTIONNAIRES ASSESSING EMOTIONAL SELF-REGULATION, PERCEIVED STRESS, MOOD IMPAIRMENT, IMPULSIVITY, SUBSTANCE USE WILLINGNESS, AND ACTUAL SUBSTANCE USE. PARTICIPANTS ALSO COMPLETED QUESTIONNAIRES AT 6-MONTHS AND 1-YEAR POST-INTERVENTION. RESULTS REVEALED THAT PARTICIPANTS IN THE CONTROL CONDITION WERE SIGNIFICANTLY MORE WILLING TO TRY SMOKING CIGARETTES IMMEDIATELY POST-INTERVENTION THAN PARTICIPANTS IN THE YOGA CONDITION. IMMEDIATE PRE- TO POST-INTERVENTION DIFFERENCES DID NOT EMERGE FOR THE REMAINING OUTCOMES. HOWEVER, LONG-TERM FOLLOW-UP ANALYSES REVEALED A PATTERN OF DELAYED EFFECTS IN WHICH FEMALES IN THE YOGA CONDITION, AND MALES IN THE CONTROL CONDITION, DEMONSTRATED IMPROVEMENTS IN EMOTIONAL SELF-CONTROL. THE FINDINGS SUGGEST THAT SCHOOL-BASED YOGA MAY HAVE BENEFICIAL EFFECTS WITH REGARD TO PREVENTING MALES' AND FEMALES' WILLINGNESS TO SMOKE CIGARETTES, AS WELL AS IMPROVING EMOTIONAL SELF-CONTROL IN FEMALES. HOWEVER ADDITIONAL RESEARCH IS REQUIRED, PARTICULARLY WITH REGARD TO THE POTENTIAL LONG-TERM EFFECTS OF MIND-BODY INTERVENTIONS IN SCHOOL SETTINGS. THE PRESENT STUDY CONTRIBUTES TO THE LITERATURE ON ADOLESCENCE BY EXAMINING SCHOOL-BASED YOGA AS A NOVEL PREVENTION PROGRAM FOR SUBSTANCE USE RISK FACTORS.	2017	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
20 1512 21 IS THERE MORE TO YOGA THAN EXERCISE? CONTEXT: YOGA IS INCREASING IN POPULARITY, WITH AN ESTIMATED 15 MILLION PRACTITIONERS IN THE UNITED STATES, YET THERE IS A DEARTH OF EMPIRICAL DATA ADDRESSING THE HOLISTIC BENEFITS OF YOGA. OBJECTIVE: TO COMPARE THE PHYSICAL AND MENTAL BENEFITS OF AN EXERCISE-BASED YOGA PRACTICE TO THAT OF A MORE COMPREHENSIVE YOGA PRACTICE (ONE WITH AN ETHICAL/SPIRITUAL COMPONENT). DESIGN: STUDENTS WITH MILD TO MODERATE DEPRESSION, ANXIETY, OR STRESS AND WHO AGREED TO PARTICIPATE WERE ASSIGNED TO ONE OF THREE GROUPS: INTEGRATED YOGA, YOGA AS EXERCISE, CONTROL. PARTICIPANTS: A TOTAL OF 81 UNDERGRADUATE STUDENTS 18 YEARS AND OLDER AT A UNIVERSITY IN THE SOUTHEASTERN UNITED STATES PARTICIPATED IN THE STUDY. MAIN OUTCOME MEASURES: DEPRESSION, ANXIETY, STRESS, HOPE, AND SALIVARY CORTISOL. RESULTS: OVER TIME, PARTICIPANTS IN BOTH THE INTEGRATED AND EXERCISE YOGA GROUPS EXPERIENCED DECREASED DEPRESSION AND STRESS, AN INCREASED SENSE OF HOPEFULNESS, AND INCREASED FLEXIBILITY COMPARED TO THE CONTROL GROUP. HOWEVER, ONLY THE INTEGRATED YOGA GROUP EXPERIENCED DECREASED ANXIETY-RELATED SYMPTOMS AND DECREASED SALIVARY CORTISOL FROM THE BEGINNING TO THE END OF THE STUDY. CONCLUSIONS: YOGA, PRACTICED IN A MORE INTEGRATED FORM, IE, WITH AN ETHICAL AND SPIRITUAL COMPONENT, MAY PROVIDE ADDITIONAL BENEFITS OVER YOGA PRACTICED AS AN EXERCISE REGIMEN.	2011