1 955 108 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 2 2649 38 YOGA IMPROVES ATTENTION AND SELF-ESTEEM IN UNDERPRIVILEGED GIRL STUDENT. BACKGROUND: A STUDENT UNDER OPTIMAL STRESS DOES BRING OUT HIS OR HER BEST; HOWEVER, EXTREME STRESS CAN RESULT IN MENTAL HEALTH PROBLEMS AND DETERIORATES THEIR ACADEMIC PERFORMANCE. STUDENTS WHO ESTEEM THEMSELVES LOW ARE MOST LIKELY TO ENGAGE IN DESTRUCTIVE AND SELF-DESTRUCTIVE BEHAVIORS. MOREOVER, EXCESSIVE STRESS IS HARMFUL TO ACADEMIC PERFORMANCE AND MAY LEAD TO DROPPING OUT IN STUDENT. CAN YOGA BE OF BENEFIT IN STUDENTS FOR IMPROVING THEIR ATTENTION AND SELF-ESTEEM (SE)? OBJECTIVE: TO ASSESS ATTENTION AND SE IN GIRLS UNDERGOING INTEGRATED YOGA MODULE (IYM). MATERIALS AND METHODS: SIXTY LOW-INCOME HIGH SCHOOL GIRLS WITH 15.17 + 0.64 YEARS OF MEAN AGE PARTICIPATED IN THIS SINGLE GROUP PRE-POST STUDY. THE DATA WAS COLLECTED BEFORE AND AFTER 5 DAYS OF IYM. STATISTICAL ANALYSIS: MEANS, STANDARD DEVIATIONS, KOLMOGOROV-SMIRNOV TEST, AND WILCOXON SIGNED RANK TEST WERE USED TO ANALYZE THE DATA WITH THE HELP OF SPSS 16. RESULTS: THE DATA ANALYSIS SHOWED 9.04% INCREASE (P = 0.001) IN SE SCORES, WHEREAS D2 TEST FOR ATTENTION REVEALED 10.12% INCREASE (P < 0.001) IN TOTAL NUMBER OF SYMBOLS PROCESSED SCORES AND 44.73% DECREASE (P < 0.001) IN TOTAL NUMBER OF ERRORS. CONCLUSION: THE PRESENT STUDY SUGGESTS THAT OF IYM CAN RESULT IN IMPROVEMENT OF ATTENTION AND SE AMONG STUDENTS AND THEREBY ENHANCING THEIR MENTAL HEALTH AND CAN HELP THEM IN IMPROVING THEIR ACADEMIC ACHIEVEMENT. EFFORTS AIMED AT REDUCING MENTAL HEALTH PROBLEMS AMONG STUDENTS MAY FOCUS MORE ON IMPLEMENTING EFFECTIVE AND CULTURALLY ACCEPTABLE INTERVENTIONS, SUCH AS YOGA, COUNSELING, AND SOCIAL SUPPORT. ADDITIONAL WELL-DESIGNED STUDIES ARE NEEDED BEFORE A STRONG RECOMMENDATION CAN BE MADE. 2013 3 1572 29 MANAGING JOB STRESS AMONG TEACHERS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS: A RANDOMIZED CONTROLLED TRIAL OF COGNITIVE BEHAVIORAL THERAPY WITH YOGA. BACKGROUND: JOB-RELATED STRESS UNDERMINES OCCUPATIONAL, PERSONAL, AND ORGANIZATIONAL OUTCOMES. STRESS SYMPTOMS ARE COMMON AMONG TEACHERS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS AND AFFECT THE ACADEMIC PROGRESS OF THE CHILDREN. THIS STUDY INVESTIGATED THE EFFECTIVENESS OF YOGA-BASED COGNITIVE BEHAVIORAL THERAPY IN REDUCING OCCUPATIONAL STRESS AMONG TEACHERS OF CHILDREN WITH AUTISM IN LAGOS STATES, NIGERIA. METHODS: THE CURRENT STUDY ADOPTED A GROUP-RANDOMIZED WAITLIST CONTROL (WLC) TRIAL DESIGN WITH PRE-TEST, POSTTEST, AND FOLLOW-UP ASSESSMENTS. PARTICIPANTS INCLUDED 58 TEACHERS OF CHILDREN WITH AUTISM IN PUBLIC AND PRIVATE SPECIAL SCHOOLS IN LAGOS STATE. PARTICIPANTS WERE RANDOMLY ASSIGNED TO COMBINED COGNITIVE BEHAVIORAL THERAPY AND YOGA (Y-CBT) (N = 29) AND WLC (N = 29) GROUPS. THE Y-CBT GROUP PARTICIPATED IN A 2 HOURS Y-CBT PROGRAM WEEKLY FOR 12 WEEKS. THREE INSTRUMENTS - DEMOGRAPHIC QUESTIONNAIRE, SINGLE-ITEM STRESS QUESTIONNAIRE, AND TEACHERS' STRESS INVENTORY (TSI) WERE USED TO COLLECT DATA. DATA WERE COLLECTED AT BASELINE; POSTTEST AND FOLLOW-UP EVALUATIONS. DATA WERE ANALYZED USING MEANS, STANDARD DEVIATIONS, T TEST STATISTICS, REPEATED MEASURES ANALYSIS OF VARIANCE, AND BAR CHARTS. RESULTS: RESULTS REVEALED THAT ALL DIMENSIONS OF JOB STRESS (PERCEPTION OF STRESS SOURCES, STRESS MANIFESTATION, AND TOTAL TSI SCORES) REDUCED SIGNIFICANTLY AT POSTTEST AND FOLLOW UP ASSESSMENTS AMONG THE Y-CBT GROUP, COMPARED TO THE WLC. CONCLUSION: IT WAS CONCLUDED THAT Y-CBT MODALITIES COULD HELP TO MINIMIZE THE PERCEPTION OF STRESS SOURCES AND STRESS MANIFESTATION AS WELL AS TOTAL TSI SCORES AMONG TEACHERS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS. 2021 4 2519 30 YOGA COMPLEMENTED COGNITIVE BEHAVIORAL THERAPY ON JOB BURNOUT AMONG TEACHERS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS. BACKGROUND/OBJECTIVE: JOB BURNOUT IS A SYNDROME OF REACTION TO CHRONIC JOB-RELATED STRESS WHICH AFFECTS OVERALL HEALTH, LIMITS OCCUPATIONAL EFFICACY, AND PERSONAL ACCOMPLISHMENTS OF EMPLOYEES THEREBY THWARTING ORGANIZATIONAL OUTCOMES. BURNOUT SYMPTOMS ARE COMMON AMONG TEACHERS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD) AND AFFECT THE ACADEMIC PROGRESS OF THE CHILDREN. THIS STUDY INVESTIGATED THE EFFECTIVENESS OF YOGA-BASED COGNITIVE BEHAVIORAL THERAPY (Y-CBT) IN REDUCING OCCUPATIONAL BURNOUT AMONG TEACHERS OF CHILDREN WITH AUTISM IN LAGOS STATES, NIGERIA. METHODS: A GROUP-RANDOMIZED CONTROL-TRIAL WITH IMMEDIATE INTERVENTION AND WAITLIST CONTROL GROUPS WAS DESIGN WAS ADOPTED. PARTICIPANTS INCLUDED 58 TEACHERS OF CHILDREN WITH AUTISM IN PUBLIC AND PRIVATE SPECIAL SCHOOLS IN THE AREA. PARTICIPANTS WERE RANDOMLY ASSIGNED TO Y-CBT (N = 29) AND WAITLIST CONTROL (N = 29) GROUPS. THE Y-CBT GROUP PARTICIPATED IN A 2 HOURS Y-CBT PROGRAM WEEKLY FOR 12 WEEKS. THREE INSTRUMENTS DEMOGRAPHIC VARIABLE, SINGLE ITEM STRESS QUESTIONNAIRE (SISQ), AND MASLACH BURNOUT INVENTORY-EDUCATORS' SURVEY (MBI-ES) WERE USED TO COLLECT DATA. DATA WERE COLLECTED AT BASELINE; POST-TEST AND FOLLOW-UP EVALUATIONS. DATA WERE ANALYZED USING MEANS, STANDARD DEVIATIONS, T TEST STATISTICS, REPEATED MEASURES ANALYSIS OF VARIANCE, AND BAR CHARTS. RESULTS: RESULTS REVEALED THAT JOB-BURNOUT REDUCED SIGNIFICANTLY AT POST-TEST ASSESSMENT AMONG THE Y-CBT GROUP COMPARED TO THE WAITLISTED GROUP. THE REDUCTION IN THE PARTICIPANT WAS SUSTAINED ACROSS 3MONTHS FOLLOW-UP EVALUATION. CONCLUSION: IT WAS CONCLUDED THAT Y-CBT MODALITIES COULD HELP TO REDUCE THE BURNOUT SYMPTOMS AMONG TEACHERS OF CHILDREN WITH ASD. 2021 5 1949 30 SCHOOL-BASED YOGA INTERVENTION INCREASES ADOLESCENT RESILIENCE: A PILOT TRIAL. BACKGROUND: YOUTH OFTEN EXPERIENCE STRESSORS LEADING TO NEGATIVE LONG-TERM OUTCOMES. ENHANCING SOCIAL-EMOTIONAL ATTRIBUTES IS IMPORTANT TO FOSTER RESILIENCY TO FACE THESE CHALLENGES. YOGA MAY ENHANCE SOCIAL-EMOTIONAL RESILIENCY AMONG YOUTH. HOWEVER, RESEARCH REPLICATING SUCH RESULTS IN SCHOOL-SETTINGS IS LIMITED. THIS RESEARCH DETAILS AN INVESTIGATION OF THE EFFECTS OF THE KRIPALU YOGA IN THE SCHOOLS (KYIS) INTERVENTION INTEGRATED INTO A PHYSICAL EDUCATION CLASS AMONG A RACIALLY/ETHNICALLY DIVERSE STUDENT POPULATION. METHOD: MIDDLE SCHOOL SIXTH GRADE STUDENTS (N = 23 STUDENTS; 52% FEMALE; MEAN AGE = 12.1 YEARS) WERE EITHER ENROLLED IN PHYSICAL EDUCATION CLASS THAT INCLUDED KYIS (N = 9), OR WERE ENROLLED IN ART AND MUSIC (CONTROL CONDITION; N = 14). TO EVALUATE EFFECTS ON STUDENT CHARACTERISTICS, SELF-REPORT QUESTIONNAIRES OF SOCIAL-EMOTIONAL COMPETENCE AND PROBLEM BEHAVIOUR WERE ADMINISTERED PRE- AND POST-DELIVERY OF THE CURRICULUM. RESULTS: STUDENTS RECEIVING THE INTERVENTION INCREASED IN SOCIAL-EMOTIONAL COMPETENCE OVER TIME RELATIVE TO THE CONTROL CONDITION. ALTHOUGH PROMISING, RESULTS SHOULD BE INTERPRETED WITH CAUTION, AS STUDENTS WHO RECEIVED THE YOGA INTERVENTION SCORED SIGNIFICANTLY LOWER ON SOCIAL-EMOTIONAL COMPETENCE THAN STUDENTS IN THE CONTROL GROUP AT PRE-INTERVENTION MEASUREMENT TIME POINT. CONCLUSIONS: YOGA MAY IMPROVE SOCIAL-EMOTIONAL COMPETENCE AMONG YOUTH AND FUTURE RESEARCH SHOULD EXPLORE THE UTILITY OF YOGA CURRICULA IN SCHOOL SETTINGS. 2020 6 191 38 A RANDOMIZED STUDY ON THE EFFECTS OF MINDS IN MOTION AND YOGA ON MOTOR PROFICIENCY AND ACADEMIC SKILLS AMONG ELEMENTARY SCHOOL CHILDREN. BACKGROUND: PHYSICAL ACTIVITY IS CRITICAL FOR THE HEALTHY DEVELOPMENT AND WELL-BEING OF CHILDREN. SPECIFICALLY, PHYSICAL ACTIVITY IS ASSOCIATED WITH IMPROVEMENTS IN COORDINATION, BALANCE, ATTENTION, AND BEHAVIOR AMONG ELEMENTARY SCHOOL-AGED CHILDREN. HOWEVER, FOR MANY CHILDREN, PARTICULARLY THOSE BELONGING TO MINORITY GROUPS, OPPORTUNITIES TO ENGAGE IN QUALITY PHYSICAL ACTIVITY PROGRAMS OUTSIDE SCHOOL SETTINGS ARE LIMITED. THE PURPOSE OF THIS STUDY WAS TO EXAMINE THE WHETHER A PHYSICAL ACTIVITY PROGRAM CALLED MINDS IN MOTION (MIM) THE MAZE BEFORE SCHOOL, AS COMPARED WITH YOGA, MEETS THE CRITERIA OF THE COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM FRAMEWORK AS A BEFORE-SCHOOL PROGRAM TO IMPROVE OVERALL PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE AMONG ELEMENTARY SCHOOL-AGE STUDENTS. METHODS: A TOTAL OF 48 CHILDREN ATTENDING AN URBAN PUBLIC SCHOOL WITH LARGE MINORITY REPRESENTATION IN THE MIDWEST WERE RANDOMLY ASSIGNED TO MIM-THE MAZE OR YOGA. PARTICIPANTS WERE ASSESSED ON MOTOR PROFICIENCY, BEHAVIOR, BALANCE, AND ACADEMIC SKILLS BEFORE AND AFTER TRAINING. TRAINING CONSISTED OF EITHER YOGA OR MIM-THE MAZE 30 MINUTES PER DAY BEFORE SCHOOL, 5 TIMES PER WEEK FOR 12 WEEKS. RESULTS: MIM-THE MAZE AND YOGA GROUP STUDENTS SHOWED SIGNIFICANT IMPROVEMENTS IN ACADEMIC SKILLS. CONCLUSIONS: MIM-THE MAZE IS FEASIBLE AND AFFORDABLE BEFORE-SCHOOL PROGRAM TO PROMOTE STUDENTS' CLASSROOM BEHAVIOR IN ELEMENTARY SCHOOL STUDENTS. 2020 7 1372 38 IMPACT OF A YOGA AND MEDITATION INTERVENTION ON STUDENTS' STRESS AND ANXIETY LEVELS. OBJECTIVE. TO EVALUATE THE IMPACT OF A SIX-WEEK YOGA AND MEDITATION INTERVENTION ON COLLEGE STUDENTS' STRESS PERCEPTION, ANXIETY LEVELS, AND MINDFULNESS SKILLS. METHODS. COLLEGE STUDENTS PARTICIPATED IN A SIX-WEEK PILOT PROGRAM THAT CONSISTED OF A 60-MINUTE VINYASA FLOW YOGA CLASS ONCE WEEKLY, FOLLOWED BY GUIDED MEDITATION DELIVERED BY TRAINED FACULTY MEMBERS AT THE UNIVERSITY OF RHODE ISLAND COLLEGE OF PHARMACY. STUDENTS COMPLETED PRE- AND POST-INTERVENTION QUESTIONNAIRES TO EVALUATE CHANGES IN THE FOLLOWING OUTCOMES: STRESS LEVELS, ANXIETY LEVELS, AND MINDFULNESS SKILLS. THE QUESTIONNAIRE CONSISTED OF THREE SELF-REPORTING TOOLS: THE BECK ANXIETY INVENTORY (BAI), THE PERCEIVED STRESS SCALE (PSS), AND THE FIVE FACET MINDFULNESS QUESTIONNAIRE (FFMQ). STUDENTS' SCORES ON EACH WERE ASSESSED TO DETECT ANY CHANGES FROM BASELINE USING THE NUMERICAL AND CATEGORICAL SCALES (LOW, MEDIUM, AND HIGH) FOR EACH INSTRUMENT. RESULTS. SEVENTEEN PARTICIPANTS, AGED 19 TO 23 YEARS, COMPLETED THE STUDY. THIRTEEN PARTICIPANTS WERE FEMALE AND FOUR WERE MALE. NINE OF THE STUDENTS WERE ENROLLED IN THE DOCTOR OF PHARMACY PROGRAM AND EIGHT WERE ENROLLED IN OTHER ACADEMIC PROGRAMS. STUDENTS' ANXIETY AND STRESS SCORES DECREASED SIGNIFICANTLY WHILE THEIR TOTAL MINDFULNESS INCREASED SIGNIFICANTLY. CHANGES IN CATEGORICAL DATA FROM PRE- TO POST-INTERVENTION ON THE BAI AND PSS WERE SIGNIFICANT, WITH NO STUDENTS SCORING IN THE "HIGH" CATEGORY FOR STRESS OR ANXIETY ON THE POST-INTERVENTION QUESTIONNAIRE. CONCLUSION. STUDENTS EXPERIENCED A REDUCTION IN STRESS AND ANXIETY LEVELS AFTER COMPLETING A SIX-WEEK YOGA AND MEDITATION PROGRAM PRECEDING FINAL EXAMINATIONS. RESULTS SUGGEST THAT ADOPTING A MINDFULNESS PRACTICE FOR AS LITTLE AS ONCE PER WEEK MAY REDUCE STRESS AND ANXIETY IN COLLEGE STUDENTS. ADMINISTRATORS SHOULD CONSIDER INCLUDING INSTRUCTION IN NONPHARMACOLOGIC STRESS AND ANXIETY REDUCTION METHODS, WITHIN CURRICULA IN ORDER TO SUPPORT STUDENT SELF-CARE. 2019 8 589 24 DETERMINING THE EFFECT OF YOGA ON JOB SATISFACTION AND BURNOUT OF NURSE ACADEMICIANS. PURPOSE: THIS STUDY WAS CONDUCTED TO DETERMINE THE EFFECT OF YOGA ON BURNOUT AND JOB SATISFACTION OF NURSING ACADEMICIANS. DESIGN AND METHODS: THE RESEARCH IS AN EXPERIMENTAL CLINICAL TRIAL CONDUCTED AS PRETEST-POSTTEST WITH CONTROL GROUPS BETWEEN MARCH AND AUGUST 2019 IN A NURSING FACULTY. PARTICIPANTS IN THE EXPERIMENTAL GROUP WERE GIVEN YOGA PRACTICE (N = 33) TWICE A WEEK FOR 8 WEEKS. DATA WERE COLLECTED BY USING MBI AND MSQ. FINDINGS: THE EXPERIMENTAL GROUP'S MEAN POSTTEST PERSONAL ACHIEVEMENT, EXTRINSIC SATISFACTION AND GENERAL SATISFACTION SCORES WERE HIGHER THAN THAT OF CONTROL GROUP PARTICIPANTS, AND A HIGHLY SIGNIFICANT DIFFERENCE WAS FOUND BETWEEN THE GROUPS. PRACTICE IMPLICATIONS: YOGA PRACTICE IS EFFECTIVE IN REDUCING THE BURNOUT AND INCREASING JOB SATISFACTION OF NURSING ACADEMICIANS. 2022 9 562 23 CREATIVE YOGA INTERVENTION IMPROVES MOTOR AND IMITATION SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDER. BACKGROUND: THERE IS GROWING EVIDENCE FOR MOTOR IMPAIRMENTS IN CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD), INCLUDING POOR GROSS AND FINE MOTOR PERFORMANCE, POOR BALANCE, AND INCOORDINATION. HOWEVER, THERE IS LIMITED EVIDENCE ON THE EFFECTS OF MOTOR INTERVENTIONS FOR THIS POPULATION. OBJECTIVE: IN THE PRESENT STUDY, THE EFFECTS OF A PHYSICAL THERAPY INTERVENTION USING CREATIVE YOGA ON THE MOTOR AND IMITATION SKILLS OF CHILDREN WITH ASD WERE EVALUATED. DESIGN: THIS STUDY HAD A PRETEST-POSTTEST CONTROL GROUP DESIGN. METHODS: TWENTY-FOUR CHILDREN WITH ASD AGED BETWEEN 5 AND 13 YEARS RECEIVED 8 WEEKS OF A PHYSICAL THERAPIST-DELIVERED YOGA OR ACADEMIC INTERVENTION. CHILDREN WERE TESTED BEFORE AND AFTER THE INTERVENTION USING A STANDARDIZED MOTOR MEASURE, THE BRUININKS-OSERETSKY TEST OF MOTOR PERFORMANCE-2ND EDITION (BOT-2). THE IMITATION SKILLS OF CHILDREN USING FAMILIAR TRAINING-SPECIFIC ACTIONS (IE, POSES FOR THE YOGA GROUP AND BUILDING ACTIONS FOR THE ACADEMIC GROUP) WERE ALSO ASSESSED. RESULTS: AFTER THE INTERVENTION, CHILDREN IN THE YOGA GROUP IMPROVED GROSS MOTOR PERFORMANCE ON THE BOT-2 AND DISPLAYED FEWER IMITATION/PRAXIS ERRORS WHEN COPYING TRAINING-SPECIFIC YOGA POSES. IN CONTRAST, CHILDREN IN THE ACADEMIC GROUP IMPROVED THEIR FINE MOTOR PERFORMANCE ON THE BOT-2 AND PERFORMED FEWER IMITATION ERRORS WHILE COMPLETING THE TRAINING-SPECIFIC BUILDING ACTIONS. LIMITATIONS: THE STUDY LIMITATIONS INCLUDE SMALL SAMPLE SIZE AND LACK OF LONG-TERM FOLLOW-UP. CONCLUSIONS: OVERALL, CREATIVE INTERVENTIONS, SUCH AS YOGA, ARE PROMISING TOOLS FOR ENHANCING THE MOTOR AND IMITATION SKILLS OF CHILDREN WITH ASD. 2019 10 1652 29 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 11 2191 36 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 12 1957 35 SELF-ESTEEM AND PERFORMANCE IN ATTENTIONAL TASKS IN SCHOOL CHILDREN AFTER 4(1/2) MONTHS OF YOGA. INTRODUCTION: PHYSICAL ACTIVITY IS KNOWN TO IMPROVE SELF-ESTEEM OF CHILDREN. LOW SELF-ESTEEM CAUSES DISTRACTION OF ATTENTION WHICH LEADS TO DECLINE IN PERFORMANCE IN ATTENTIONAL TASKS. THE PERFORMANCE OF A CHILD AT SCHOOL DEPENDS ON MULTIPLE FACTORS, A MAJOR FACTOR BEING ATTENTION. HENCE, THE PRESENT STUDY WAS DESIGNED TO SEE (I) THE EFFECT 4(1/2) MONTHS OF YOGA PRACTICE HAD ON CHILDREN'S (A) PERFORMANCE IN ATTENTIONAL TASKS, (B) SELF-ESTEEM AND (II) THE CORRELATION BETWEEN YOGA PERFORMANCE AND (A) ACADEMIC PERFORMANCE, (B) BEHAVIOR WITH PEERS, (C) BEHAVIOR WITH TEACHERS, (D) PUNCTUALITY, (E) PARTICIPATION IN EXTRA-CURRICULAR ACTIVITIES. METHODS: PARTICIPANTS WERE 116 CHILDREN WITH GROUP MEAN AGE +/- STANDARD DEVIATION; 10.2 +/- 0.6 YEARS. WE ASSESSED THEM FOR (I) SELF-ESTEEM USING INDIAN ADAPTATION OF BATTLE'S SELF ESTEEM INVENTORY FOR CHILDREN AND (II) PERFORMANCE IN ATTENTIONAL TASKS USING TWO DIFFERENT TESTS, I.E., SIX LETTER CANCELLATION TEST (SLCT) AND DIGIT LETTER SUBSTITUTION TEST (DLST) AND (III) THE TEACHER'S RATING SCALE WHICH ANALYZED THE TEACHER'S ASSESSMENT OF THE CHILDREN'S ACADEMIC PERFORMANCE, BEHAVIOR WITH PEERS, BEHAVIOR WITH TEACHERS, PUNCTUALITY, YOGA PRACTICE, AND PARTICIPATION IN EXTRACURRICULAR ACTIVITIES ON AN ANALOG SCALE, BEFORE AND AFTER THE INTERVENTION. DATA WERE ANALYZED WITH PASW (SPSS STATISTICS 24) USING THE T-TEST FOR PAIRED DATA. RESULTS: THERE WAS A SIGNIFICANT IMPROVEMENT IN THE SCORES OF (I) SLCT (P < 0.001), (II) DLST (P < 0.001), (III) SOCIAL SELF-ESTEEM (P < 0.01), (IV) ACADEMIC SELF-ESTEEM (P < 0.001), AND (V) TOTAL SELF-ESTEEM (P < 0.001) AFTER 60 MIN/DAY OF YOGA PRACTICE FOR 4(1/2) MONTHS. PEARSON CORRELATION SHOWED A POSITIVE CORRELATION BETWEEN YOGA PERFORMANCE AND THE BEHAVIOR WITH TEACHERS (R = 0.221 AND P < 0.05). CONCLUSIONS: YOGA PRACTICE IS BENEFICIAL FOR SCHOOL CHILDREN AS IT IMPROVES ATTENTION, CONCENTRATION, MEMORY, MOTOR SPEED, AND SELF-ESTEEM (SOCIAL, ACADEMIC AND TOTAL). IN ADDITION, IMPROVED YOGA PERFORMANCE IMPROVES BEHAVIOR WITH TEACHERS, THUS IMPROVING DISCIPLINE IN SCHOOL. 2019 13 254 28 A YOGA STRESS REDUCTION INTERVENTION FOR UNIVERSITY FACULTY, STAFF, AND GRADUATE STUDENTS. YOGA CAN BE AN EFFECTIVE INTERVENTION FOR PHYSICAL AND PSYCHOLOGICAL SYMPTOMS AND DECREASED ABILITY TO COPE WITH PHYSICAL, EMOTIONAL, VOCATIONAL, OR ACADEMIC STRESS. ONE GROUP OF INDIVIDUALS CHALLENGED REGARDING ADEQUATE SELF-CARE IN THE FACE OF STRESS ARE PERSONNEL IN UNIVERSITY TRAINING PROGRAMS FOR HELPING PROFESSIONS (E.G., PSYCHOLOGY, NURSING, NUTRITION). THIS FEASIBILITY STUDY EXPLORED ENGAGEMENT IN AND EFFECTIVENESS OF A SYSTEMATIC 10-WEEK YOGA PROGRAM AIMED AT UNIVERSITY FACULTY, STAFF, AND STUDENTS. THE INTERVENTION CONSISTED OF 10 WEEKLY 90-MINUTE SESSIONS THAT WERE STRUCTURED TO INCLUDE CONCEPTUAL GROUNDING, BREATHING, POSTURES, AND MEDITATION. WEEKLY CLASS OUTLINES WERE MADE AVAILABLE TO STUDENTS FOR HOME PRACTICE. PARTICIPANTS SIGNED INFORMED CONSENTS, LIABILITY WAIVERS, AND HEALTH SCREENINGS. SELF-REPORTS OF HOME PRACTICE, BARRIERS TO PRACTICE, PERCEIVED STRESS, AND STRESS SYMPTOMS WERE USED TO EVALUATE WHETHER THE INTERVENTION WAS SUCCESSFUL IN ENGAGING PARTICIPANTS AND REDUCING STRESS-RELATED SYMPTOMS. ENGAGEMENT WAS DEMONSTRATED BY STUDY ADHERENCE IN THE FIRST 10-WEEK SERIES (88%; 44 OF 50 ENROLLED), AS WELL AS RE-ENROLLMENT FOR AT LEAST ONE ADDITIONAL 10-WEEK SERIES (64%; 28 OF 44). INTERVENTION SUCCESS WAS DEMONSTRATED THROUGH REPEATED MEASURE S ANOVAS OF 44 PARTICIPANTS' DATA, WHICH SHOWED SIGNIFICANT IMPROVEMENT AFTER A SINGLE 10-WEEK SERIES IN PERCEIVED STRESS, AS WELL AS SELF-REPORTED PSYCHOLOGICAL, BEHAVIORAL, AND PHYSICAL SYMPTOMS OF STRESS. THE STUDY DEMONSTRATES FEASIBILITY OF A YOGA INTERVENTION IN AN ACADEMIC SETTING AND PROVIDES PRELIMINARY EVIDENCE FOR EFFICACY IN STRESS REDUCTION. IT ALSO SUPPLIES 10 DETAILED SESSION PROTOCOLS FOR INTERVENTION REPLICATION. 2015 14 2062 43 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 15 1145 33 ELEMENTARY STUDENT AND TEACHER PERCEPTIONS OF A MINDFULNESS AND YOGA-BASED PROGRAM IN SCHOOL: A QUALITATIVE EVALUATION. RESEARCH QUESTION: WHAT ARE THE QUALITATIVE INSIGHTS AND PERSPECTIVES ABOUT THE IMPLEMENTATION OF A MINDFULNESS AND YOGA-BASED PROGRAM FROM ELEMENTARY YOUTH AND TEACHERS? CONTEXT: A MINDFULNESS AND YOGA-BASED CURRICULUM WAS IMPLEMENTED IN 15 SCHOOLS. THE CURRICULUM WAS TAUGHT TO STUDENTS DURING A PHYSICAL EDUCATION OR DANCE CLASS BY INSTRUCTORS WHO WERE WITHIN EACH SCHOOL AND RECEIVED TRAINING ON THE CURRICULUM. SAMPLE SELECTION: VOLUNTEER FOCUS GROUP ELEMENTARY STUDENTS WHO PARTICIPATED FOR ONE YEAR AND TEACHERS WHO DID NOT IMPLEMENT THE PROGRAM WERE QUALITATIVELY INTERVIEWED, BY THREE TRAINED UNIVERSITY RESEARCHERS. DATA COLLECTION: NINE FOCUS GROUPS WERE COMPLETED WITHIN THREE DIFFERENT ELEMENTARY SCHOOLS. SIX FOCUS GROUPS WERE COMPLETED WITH 3RD AND 5TH GRADE STUDENTS. THREE FOCUS GROUPS WERE CONDUCTED WITH TEACHERS WITHIN EACH SCHOOL WHICH RECEIVED THE PROGRAM, EXCLUDING INSTRUCTORS. ANALYSIS: FOCUS GROUP DATA WERE CODED AND A THEMATIC ANALYSIS WAS COMPLETED AMONG THE 40 STUDENTS AND 23 TEACHERS. INTERPRETATION AND MAIN RESULTS: TEACHERS HAD VARYING DEGREES OF INVOLVEMENT WITH THE PROGRAM AND COMMUNICATION EMERGED AS A CRITICAL THEME FOR BUY-IN AS COMMUNICATION REPRESENTS THE UNDERPINNINGS OF CREATING AND RETAINING STAKEHOLDERS. MOST STUDENTS TALKED ABOUT PERCEIVED IMPROVEMENTS IN FOCUS, EMOTIONAL REGULATION, FLEXIBILITY, BREATHING, AND SCHOOL WORK. A COMMON THEME TO DESCRIBE BENEFITS OF THE PROGRAM EMERGED WITH THE IDEA OF "INCREASED FOCUS". CONCEPTUALLY, IT MAY BE THAT INCREASING MINDFULNESS INCREASES "FOCUS" THUS INCREASING POSITIVE OUTCOMES. MORE RESEARCH IS NEEDED TO UNDERSTAND IF "FOCUS" MAY SERVE AS A MEDIATING VARIABLE ON EMOTIONAL REGULATION, COGNITIVE IMPROVEMENTS, AND OTHER HEALTH OUTCOMES. 2020 16 1127 23 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 17 1463 29 INFLUENCE OF YOGA-BASED PERSONALITY DEVELOPMENT PROGRAM ON PSYCHOMOTOR PERFORMANCE AND SELF-EFFICACY IN SCHOOL CHILDREN. SELECTIVE ATTENTION AND EFFICACY ARE IMPORTANT COMPONENTS OF SCHOLASTIC PERFORMANCE IN SCHOOL CHILDREN. WHILE ATTEMPTS ARE BEING MADE TO INTRODUCE NEW METHODS TO IMPROVE ACADEMIC PERFORMANCE EITHER AS PART OF CURRICULAR OR EXTRACURRICULAR ACTIVITIES IN SCHOOLS, THE SUCCESS RATES ARE MINIMAL. HENCE, THIS STUDY ASSESSED THE EFFECT OF YOGA-BASED INTERVENTION ON PSYCHOMOTOR PERFORMANCE AND SELF-EFFICACY IN SCHOOL CHILDREN. TWO HUNDRED TEN SCHOOL CHILDREN WITH AGES RANGING FROM 11 TO 16 YEARS (MEAN AGE +/- SD; 13.7 +/- 0.8 YEARS) SATISFYING THE INCLUSION AND EXCLUSION CRITERIA WERE RECRUITED FOR THE 10-DAY YOGA PROGRAM. AN EQUAL NUMBER OF AGE-MATCHED PARTICIPANTS (N = 210; MEAN +/- SD; 13.1 +/- 0.8 YEARS) WERE SELECTED FOR THE CONTROL GROUP. PARTICIPANTS WERE ASSESSED FOR ATTENTION AND PERFORMANCE AT THE BEGINNING AND END OF 10 DAYS USING TRAIL MAKING TASK (TMT) A AND B, AND SELF-EFFICACY QUESTIONNAIRE. THE YOGA GROUP SHOWED HIGHER SELF-EFFICACY AND IMPROVED PERFORMANCE AFTER 10 DAYS OF YOGA INTERVENTION. THE PERFORMANCE IN TMT-A AND -B OF THE YOGA GROUP SHOWED A SIGNIFICANTLY HIGHER NUMBER OF ATTEMPTS WITH A REDUCTION IN TIME TAKEN TO COMPLETE THE TASK AND A NUMBER OF WRONG ATTEMPTS COMPARED WITH CONTROL GROUP. RESULTS SUGGEST THAT YOGA PRACTICE ENHANCES SELF-EFFICACY AND PROCESSING SPEED WITH FINE MOTOR COORDINATION, VISUAL-MOTOR INTEGRATION, VISUAL PERCEPTION, PLANNING ABILITY, AND COGNITIVE PERFORMANCE. 2016 18 148 24 A QUALITATIVE EXPLORATION OF IMPLEMENTATION FACTORS IN A SCHOOL-BASED MINDFULNESS AND YOGA PROGRAM: LESSONS LEARNED FROM STUDENTS AND TEACHERS. IDENTIFYING FACTORS RELEVANT FOR SUCCESSFUL IMPLEMENTATION OF SCHOOL-BASED INTERVENTIONS IS ESSENTIAL TO ENSURE THAT PROGRAMS ARE PROVIDED IN AN EFFECTIVE AND ENGAGING MANNER. THE PERSPECTIVES OF TWO KEY STAKEHOLDERS CRITICAL FOR IDENTIFYING IMPLEMENTATION BARRIERS AND FACILITATORS - STUDENTS AND THEIR CLASSROOM TEACHERS - MERIT ATTENTION IN THIS CONTEXT AND HAVE RARELY BEEN EXPLORED USING QUALITATIVE METHODS. THIS STUDY REPORTS QUALITATIVE PERSPECTIVES OF FIFTH AND SIXTH GRADE PARTICIPANTS AND THEIR TEACHERS OF A 16-WEEK SCHOOL-BASED MINDFULNESS AND YOGA PROGRAM IN THREE PUBLIC SCHOOLS SERVING LOW-INCOME URBAN COMMUNITIES. FOUR THEMES RELATED TO PROGRAM IMPLEMENTATION BARRIERS AND FACILITATORS EMERGED: PROGRAM DELIVERY FACTORS, PROGRAM BUY-IN, IMPLEMENTER COMMUNICATION WITH TEACHERS, AND INSTRUCTOR QUALITIES. FEEDBACK FROM STUDENTS AND TEACHERS IS DISCUSSED IN THE CONTEXT OF INFORMING IMPLEMENTATION, ADAPTATION, AND FUTURE DEVELOPMENT OF SCHOOL-BASED MINDFULNESS AND YOGA PROGRAMMING IN URBAN SETTINGS. 2017 19 803 25 EFFECT OF YOGA ON ACADEMIC PERFORMANCE IN RELATION TO STRESS. BACKGROUND: ACADEMIC PERFORMANCE IS CONCERNED WITH THE QUANTITY AND QUALITY OF LEARNING ATTAINED IN A SUBJECT OR GROUP OF SUBJECTS AFTER A LONG PERIOD OF INSTRUCTION. EXCESSIVE STRESS HAMPERS STUDENTS' PERFORMANCE. IMPROVEMENT IN ACADEMIC PERFORMANCE AND ALERTNESS HAS BEEN REPORTED IN SEVERAL YOGIC STUDIES. AIMS AND OBJECTIVES: THE MAIN OBJECTIVE OF THE STUDY WAS TO ASSESS THE EFFECT OF YOGA ON ACADEMIC PERFORMANCE IN RELATION TO STRESS. MATERIALS AND METHODS: THE STUDY STARTED WITH 800 ADOLESCENT STUDENTS; 159 HIGH-STRESS STUDENTS AND 142 LOW-STRESS STUDENTS WERE SELECTED ON THE BASIS OF SCORES OBTAINED THROUGH STRESS BATTERY. EXPERIMENTAL GROUP AND CONTROL GROUP WERE GIVEN PRE TEST IN THREE SUBJECTS, I.E., MATHEMATICS, SCIENCE, AND SOCIAL STUDIES. A YOGA MODULE CONSISTING OF YOGA ASANAS, PRANAYAMA, MEDITATION, AND A VALUE ORIENTATION PROGRAM WAS ADMINISTERED ON EXPERIMENTAL GROUP FOR 7 WEEKS. THE EXPERIMENTAL AND CONTROL GROUPS WERE POST-TESTED FOR THEIR PERFORMANCE ON THE THREE SUBJECTS MENTIONED ABOVE. RESULTS: THE RESULTS SHOW THAT THE STUDENTS, WHO PRACTICED YOGA PERFORMED BETTER IN ACADEMICS. THE STUDY FURTHER SHOWS THAT LOW-STRESS STUDENTS PERFORMED BETTER THAN HIGH-STRESS STUDENTS, MEANING THEREBY THAT STRESS AFFECTS THE STUDENTS' PERFORMANCE. 2009 20 853 26 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