1 2626 92 YOGA FOR THE MANAGEMENT OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. YOGA HAS BEEN SHOWN TO PLAY A ROLE IN REDUCING THE SYMPTOMS ASSOCIATED WITH THE INATTENTIVE AND HYPERACTIVE-IMPULSIVE FORMS OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD). THE MEDICAL HISTORY AND CLINICAL FINDINGS FOR A NINE-YEAR-OLD PATIENT PRESENTING WITH DIFFICULTY PAYING ATTENTION AND IMPULSIVE SPEECH AND ACTIONS AT HOME AND SCHOOL ARE PRESENTED. AFTER THE DIAGNOSIS OF COMBINATION TYPE ADHD BY ASSESSMENT OF DSM-5 CRITERIA, BOTH AT HOME AND SCHOOL AND THROUGH PARENT AND TEACHER EVALUATIONS USING NATIONAL INSTITUTE FOR CHILDREN'S HEALTH QUALITY (NICHQ) VANDERBILT ASSESSMENT SCALES, THE PATIENT INITIATED A YOGA TRAINING REGIMEN. SIX MONTHS AFTER INITIATING THE YOGA TRAINING REGIMEN, FOLLOW-UP PARENT AND TEACHER QUESTIONNAIRES REVEALED IMPROVEMENT IN BOTH THE INATTENTIVE AND HYPERACTIVE-IMPULSIVE SYMPTOMS. LITERATURE SOURCED FROM THE PUBMED DATABASE TO EXPLORE THE EFFICACY OF YOGA FOR ADHD WAS USED TO SUPPORT THE RESEARCH HYPOTHESIS THAT A STRUCTURED YOGA TRAINING REGIMEN IMPROVES THE SYMPTOMS ASSOCIATED WITH THE INATTENTIVE AND HYPERACTIVE-IMPULSIVE FORMS OF ADHD, AND THUS, YOGA IS RECOMMENDED AS A MANAGEMENT TECHNIQUE FOR INDIVIDUALS WITH ADHD. 2021 2 1048 30 EFFECTS OF YOGA ON ATTENTION, IMPULSIVITY, AND HYPERACTIVITY IN PRESCHOOL-AGED CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER SYMPTOMS. OBJECTIVE: BEHAVIORAL THERAPIES ARE FIRST-LINE FOR PRESCHOOLERS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD). STUDIES SUPPORT YOGA FOR SCHOOL-AGED CHILDREN WITH ADHD; THIS STUDY EVALUATED YOGA IN PRESCHOOLERS ON PARENT- AND TEACHER-RATED ATTENTION/CHALLENGING BEHAVIORS, ATTENTIONAL CONTROL (KINDER TEST OF ATTENTIONAL PERFORMANCE [KITAP]), AND HEART RATE VARIABILITY (HRV). METHODS: THIS RANDOMIZED WAITLIST-CONTROLLED TRIAL TESTED A 6-WEEK YOGA INTERVENTION IN PRESCHOOLERS WITH >/=4 ADHD SYMPTOMS ON THE ADHD RATING SCALE-IV PRESCHOOL VERSION. GROUP 1 (N = 12) PRACTICED YOGA FIRST; GROUP 2 (N = 11) PRACTICED YOGA SECOND. WE COLLECTED DATA AT 4 TIME POINTS: BASELINE, T1 (6 WEEKS), T2 (12 WEEKS), AND FOLLOW-UP (3 MONTHS AFTER T2). RESULTS: AT BASELINE, THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN GROUPS. AT T1, GROUP 1 HAD FASTER REACTION TIMES ON THE KITAP GO/NO-GO TASK (P = 0.01, 95% CONFIDENCE INTERVAL [CI], -371.1 TO -59.1, D = -1.7), FEWER DISTRACTIBILITY ERRORS OF OMISSION (P = 0.009, 95% CI, -14.2 TO -2.3, D = -1.5), AND MORE COMMISSION ERRORS (P = 0.02, 95% CI, 1.4-14.8, D = 1.3) THAN GROUP 2. CHILDREN IN GROUP 1 WITH MORE SEVERE SYMPTOMS AT BASELINE SHOWED IMPROVEMENT AT T1 VERSUS CONTROL ON PARENT-RATED STRENGTHS AND DIFFICULTIES QUESTIONNAIRE HYPERACTIVITY INATTENTION (BETA = -2.1, P = 0.04, 95% CI, -4.0 TO -0.1) AND INATTENTION ON THE ADHD RATING SCALE (BETA = -4.4, P = 0.02, 95% CI, -7.9 TO -0.9). HRV MEASURES DID NOT DIFFER BETWEEN GROUPS. CONCLUSION: YOGA WAS ASSOCIATED WITH MODEST IMPROVEMENTS ON AN OBJECTIVE MEASURE OF ATTENTION (KITAP) AND SELECTIVE IMPROVEMENTS ON PARENT RATINGS. 2018 3 30 23 12 WEEKS OF KINDERGARTEN-BASED YOGA PRACTICE INCREASES VISUAL ATTENTION, VISUAL-MOTOR PRECISION AND DECREASES BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. THE PRESENT STUDY ASSESSES THE IMPACT OF KINDERGARTEN-BASED YOGA ON COGNITIVE PERFORMANCE, VISUAL-MOTOR COORDINATION, AND BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. IN THIS RANDOMIZED CONTROLLED TRIAL, 45 CHILDREN (28 FEMALE; 17 MALE; 5.2 +/- 0.4 YEARS) PARTICIPATED. OVER 12 WEEKS, 15 CHILDREN PERFORMED HATHA-YOGA TWICE A WEEK FOR 30 MIN, ANOTHER 15 CHILDREN PERFORMED GENERIC PHYSICAL EDUCATION (PE) TWICE A WEEK FOR 30 MIN, AND 15 CHILDREN PERFORMED NO KIND OF PHYSICAL ACTIVITIES, SERVING AS CONTROL GROUP (CG). PRIOR TO (T 0) AND AFTER 12 WEEKS (T 1), ALL PARTICIPANTS COMPLETED VISUAL ATTENTION AND VISUOMOTOR PRECISION SUBTESTS OF NEUROPSYCHOLOGICAL EVALUATION BATTERY AND TEACHERS EVALUATED CHILDREN'S BEHAVIOR OF INATTENTION AND HYPERACTIVITY WITH THE ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) RATING SCALE-IV. AT T 0, NO SIGNIFICANT DIFFERENCES BETWEEN GROUPS APPEARED. REPEATED MEASURES ANALYSIS OF VARIANCE REVEALED THAT FOLLOWING BONFERRONI-HOLM CORRECTIONS YOGA, IN COMPARISON TO PE AND CG, HAD A SIGNIFICANT POSITIVE IMPACT ON THE DEVELOPMENT ON BEHAVIOR OF INATTENTION AND HYPERACTIVITY. FURTHER, YOGA HAS A SIGNIFICANT POSITIVE IMPACT ON COMPLETION TIMES IN TWO VISUMOTOR PRECISION TASKS IN COMPARISON TO PE. FINALLY, RESULTS INDICATE A SIGNIFICANT POSITIVE EFFECT OF YOGA ON VISUAL ATTENTION SCORES IN COMPARISON TO CG. 12 WEEKS OF KINDERGARTEN-BASED YOGA IMPROVES SELECTED VISUAL ATTENTION AND VISUAL-MOTOR PRECISION PARAMETERS AND DECREASES BEHAVIOR OF INATTENTION AND HYPERACTIVITY IN 5-YEAR-OLD CHILDREN. CONSEQUENTLY, YOGA REPRESENTS A SUFFICIENT AND COST-BENEFIT EFFECTIVE EXERCISE WHICH COULD ENHANCE COGNITIVE AND BEHAVIORAL FACTORS RELEVANT FOR LEARNING AND ACADEMIC ACHIEVEMENT AMONG YOUNG CHILDREN. 2019 4 307 26 AN EVALUATION OF YOGA AND MEDITATION TO IMPROVE ATTENTION, HYPERACTIVITY, AND STRESS IN HIGH-SCHOOL STUDENTS. OBJECTIVE: PROBLEMS WITH ATTENTION AND STRESS ARE COMMON IN CHILDREN AND PREDICT ACADEMIC DIFFICULTIES AND OTHER BEHAVIORAL AND EMOTIONAL PROBLEMS. MIND-BODY INTERVENTIONS SUCH AS YOGA AND MEDITATION IMPROVE ATTENTION AND REDUCE STRESS. IN THIS STUDY, WE EXAMINED THE IMPACT OF HATHA YOGA ON ATTENTION AND STRESS IN NINTH GRADERS. DESIGN: A TOTAL OF 174 NINTH GRADERS FROM A TEXAS HIGH SCHOOL WERE ENROLLED IN THE STUDY. TEACHERS ASSIGNED STUDENTS TO A YOGA GROUP (YG) OR CONTROL GROUP (CG) BASED ON THEIR CLASS SCHEDULE. THE YG PARTICIPATED IN 25-MIN HATHA YOGA CLASSES TWICE WEEKLY OVER 12 WEEKS (N = 123). THE CG INCLUDED 51 STUDENTS. STUDENT SELF-REPORTS ON MEASURES OF INATTENTION AND HYPERACTIVITY (THE STRENGTHS AND WEAKNESSES OF ADHD [ATTENTION-DEFICIT/HYPERACTIVITY DISORDER] SYMPTOMS AND NORMAL BEHAVIOR RATING SCALE FOR ADHD) AND STRESS (PERCEIVED STRESS SCALE) WERE OBTAINED AT BASELINE AND AT 12 WEEKS. RESULTS: THERE WERE NO SIGNIFICANT DIFFERENCES IN BASELINE LEVELS OF INATTENTION (P = 0.86), HYPERACTIVITY (P = 0.25), AND PERCEIVED STRESS (P = 0.28) BETWEEN THE YG AND CG. REGARDING INATTENTION SCORES, THERE WAS A SIGNIFICANT INTERACTION OF GROUP AND TIME (B = -1.09, STANDARD ERROR [SE] = 0.30, P < 0.001). PAIRWISE T-TESTS SHOWED A SIGNIFICANT REDUCTION IN INATTENTION FOR THE YG (D = 0.27) BUT A SIGNIFICANT INCREASE IN INATTENTION FOR THE CG. REGARDING HYPERACTIVITY, THERE WAS NO SIGNIFICANT INTERACTION OF GROUP AND TIME (B = -0.43, SE = 0.26, P = 0.1). PAIRWISE T-TESTS DEMONSTRATED A SIGNIFICANT REDUCTION IN HYPERACTIVITY FOR THE YG (D = 0.22), BUT NOT THE CG. THE INTERACTION OF GROUP AND TIME WAS NOT SIGNIFICANT IN PREDICTING THE SLOPE OF CHANGE IN PERCEIVED DISTRESS (B = -0.93, SE = 1.19, P = 0.43). PAIRWISE T-TESTS DID NOT SHOW A SIGNIFICANT REDUCTION IN PERCEIVED DISTRESS FOR EITHER GROUP. CONCLUSION: THESE FINDINGS SUGGEST THAT HATHA YOGA MAY IMPROVE ATTENTION AND HYPERACTIVITY IN HIGH SCHOOL STUDENTS. 2020 5 1227 33 FEASIBILITY AND EFFICACY OF YOGA AS AN ADD-ON INTERVENTION IN ATTENTION DEFICIT-HYPERACTIVITY DISORDER: AN EXPLORATORY STUDY. CONTEXT: ATTENTION DEFICIT-HYPERACTIVITY DISORDER (ADHD) IS ONE OF THE MOST COMMON NEURODEVELOPMENTAL DISORDERS. STIMULANT MEDICATION IS FREQUENTLY USED IN MANAGEMENT, WITH SIGNIFICANT ADVERSE EFFECTS. THERE IS A GROWING INTEREST IN COMPLEMENTARY TREATMENTS LIKE YOGA. AIMS: TO STUDY THE EFFECTS OF YOGA AS A COMPLEMENTARY THERAPY IN CHILDREN WITH MODERATE TO SEVERE ADHD. SETTINGS AND DESIGN: THE STUDY WAS PERFORMED ON CHILDREN (CONSENT WAS TAKEN FROM PARENTS) ADMITTED IN A CHILD PSYCHIATRY UNIT USING AN OPEN-LABEL EXPLORATORY STUDY. MATERIALS AND METHODS: CHILDREN BETWEEN 5 AND 16 YEARS OF AGE DIAGNOSED WITH ADHD AND CO-OPERATIVE FOR YOGA WERE INCLUDED. SUBJECTS WITH OTHER SERIOUS PSYCHIATRIC AND MEDICAL ILLNESSES WERE EXCLUDED. THE PARTICIPANTS WERE GIVEN YOGA TRAINING DAILY DURING THEIR IN-PATIENT STAY. THEY WERE RATED ON CONNERS' ABBREVIATED RATING SCALE - (CARS), ADHD-RATING SCALE-IV (ADHD - RS IV) AND CLINICAL GLOBAL IMPRESSION (CGI)-SEVERITY, AT THE BEGINNING OF STUDY, AT DISCHARGE AND SUBSEQUENTLY AT THE END OF 1(ST), 2(ND) AND 3(RD) MONTH BY A RESEARCH ASSOCIATE NOT INVOLVED IN YOGA INSTRUCTION. PAIRED T-TEST WAS EMPLOYED TO COMPARE THE MEANS OF SCORES BETWEEN BASELINE AND FOLLOW-UPS. RESULTS: A TOTAL OF 9 CHILDREN (8 MALES, 1 FEMALE) WERE RECRUITED INTO THE STUDY. ALL, BUT ONE WERE ON MEDICATIONS. AN AVERAGE OF 8 YOGA TRAINING SESSIONS WAS GIVEN TO SUBJECTS. THEY WERE ABLE TO LEARN YOGA REASONABLY WELL. THERE WAS A SIGNIFICANT IMPROVEMENT IN THE ADHD SYMPTOMS AS ASSESSED ON CARS (P-0.014), ADHD-RS IV (P=0.021) AND CGI- S SCALES (P=0.004) AT THE TIME OF DISCHARGE. 2013 6 2188 33 THE EFFECTS OF YOGA ON THE ATTENTION AND BEHAVIOR OF BOYS WITH ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER (ADHD). BOYS DIAGNOSED WITH ADHD BY SPECIALIST PEDIATRICIANS AND STABILIZED ON MEDICATION WERE RANDOMLY ASSIGNED TO A 20-SESSION YOGA GROUP (N = 11) OR A CONTROL GROUP (COOPERATIVE ACTIVITIES; N = 8). BOYS WERE ASSESSED PRE- AND POST-INTERVENTION ON THE CONNERS' PARENT AND TEACHER RATING SCALES-REVISED: LONG (CPRS-R:L & CTRS-R:L; CONNERS, 1997), THE TEST OF VARIABLES OF ATTENTION (TOVA; GREENBERG, CORMNA, & KINDSCHI, 1997), AND THE MOTION LOGGER ACTIGRAPH. DATA WERE ANALYZED USING ONE-WAY REPEATED MEASURES ANALYSIS OF VARIANCE (ANOVA). SIGNIFICANT IMPROVEMENTS FROM PRE-TEST TO POST-TEST WERE FOUND FOR THE YOGA, BUT NOT FOR THE CONTROL GROUP ON FIVE SUBSCALES OF THE CONNERS' PARENTS RATING SCALES (CPRS): OPPOSITIONAL, GLOBAL INDEX EMOTIONAL LABILITY, GLOBAL INDEX TOTAL, GLOBAL INDEX RESTLESS/IMPULSIVE AND ADHD INDEX. SIGNIFICANT IMPROVEMENTS FROM PRE-TEST TO POST-TEST WERE FOUND FOR THE CONTROL GROUP, BUT NOT THE YOGA GROUP ON THREE CPRS SUBSCALES: HYPERACTIVITY, ANXIOUS/SHY, AND SOCIAL PROBLEMS. BOTH GROUPS IMPROVED SIGNIFICANTLY ON CPRS PERFECTIONISM, DSM-IV HYPERACTIVE/ IMPULSIVE, AND DSM-IV TOTAL. FOR THE YOGA GROUP, POSITIVE CHANGE FROM PRE- TO POST-TEST ON THE CONNERS' TEACHER RATING SCALES (CTRS) WAS ASSOCIATED WITH THE NUMBER OF SESSIONS ATTENDED ON THE DSM-IV HYPERACTIVE-IMPULSIVE SUBSCALE AND WITH A TREND ON DSM-IV INATTENTIVE SUBSCALE. THOSE IN THE YOGA GROUP WHO ENGAGED IN MORE HOME PRACTICE SHOWED A SIGNIFICANT IMPROVEMENT ON TOVA RESPONSE TIME VARIABILITY WITH A TREND ON THE ADHD SCORE, AND GREATER IMPROVEMENTS ON THE CTRS GLOBAL EMOTIONAL LABILITY SUBSCALE. RESULTS FROM THE MOTION LOGGER ACTIGRAPH WERE INCONCLUSIVE. ALTHOUGH THESE DATA DO NOT PROVIDE STRONG SUPPORT FOR THE USE OF YOGA FOR ADHD, PARTLY BECAUSE THE STUDY WAS UNDER-POWERED, THEY DO SUGGEST THAT YOGA MAY HAVE MERIT AS A COMPLEMENTARY TREATMENT FOR BOYS WITH ADHD ALREADY STABILIZED ON MEDICATION, PARTICULARLY FOR ITS EVENING EFFECT WHEN MEDICATION EFFECTS ARE ABSENT. YOGA REMAINS AN INVESTIGATIONAL TREATMENT, BUT THIS STUDY SUPPORTS FURTHER RESEARCH INTO ITS POSSIBLE USES FOR THIS POPULATION. THESE FINDINGS NEED TO BE REPLICATED ON LARGER GROUPS WITH A MORE INTENSIVE SUPERVISED PRACTICE PROGRAM. 2004 7 1652 32 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 8 970 20 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 9 948 25 EFFECTS OF A 6 WEEK YOGA INTERVENTION ON EXECUTIVE FUNCTIONING IN WOMEN SCREENING POSITIVE FOR ADULT ADHD: A PILOT STUDY. PURPOSE: LITTLE IS KNOWN ABOUT THE EFFECTS OF YOGA TRAINING IN ADULTS WITH ADHD SYMPTOMS. THIS PILOT STUDY SOUGHT TO DETERMINE THE FEASIBILITY AND SELECTED PSYCHOLOGICAL EFFECTS OF 6 WEEKS OF YOGA TRAINING IN WOMEN SCREENING POSITIVE FOR ADULT ADHD COMPARED TO A WAIT-LIST CONTROL GROUP. METHODS: A RANDOMIZED TRIAL WAS CONDUCTED WITH 32 ADULT WOMEN (18-24 YEARS) WHO VOLUNTEERED AFTER SCREENING POSITIVE FOR ADULT ADHD AS ASSESSED BY THE ADULT ADHD SELF-REPORT SCALE (ASRS). PARTICIPANTS WERE RANDOMIZED TO 6 WEEKS OF BIKRAM YOGA TRAINING OR TO A WAIT-LIST CONTROL GROUP. THE YOGA INTERVENTION CONSISTED OF TWO 90-MIN CLASSES PER WEEK. MULTILEVEL MODELS WERE USED TO TEST HYPOTHESIZED INTERACTIONS OF YOGA-INDUCED IMPROVEMENTS COMPARED TO CONTROLS ACROSS TIME (BASELINE, 3 WEEKS, AND 6 WEEKS). THE PRIMARY OUTCOMES ASSESSED INHIBITORY CONTROL, COGNITIVE FLEXIBILITY AND WORKING MEMORY USING THE NIH TOOLBOX. SEPARATE MODELS WITH TRAIT MINDFULNESS, TRAIT ANXIETY AND EXPECTATIONS FOR CHANGE IN EITHER ATTENTION OR WORKING MEMORY AS COVARIATES TESTED WHETHER THESE VARIABLES MEDIATED THE CHANGES IN THE THREE MEASURES OF EXECUTIVE FUNCTION. SECONDARY OUTCOMES INCLUDED MOOD, PERCEIVED FUNCTIONAL IMPAIRMENT AND MOTIVATION FOR, AND HYPERACTIVITY DURING, THE COGNITIVE TESTS. RESULTS: NO ADVERSE EVENTS WERE OBSERVED. ATTENDANCE AVERAGED 91.7% AMONG THE 69% OF THE SAMPLE THAT DID NOT DROPOUT. NO SIGNIFICANT GROUP X TIME INTERACTIONS WERE FOUND FOR ANY OF THE PSYCHOLOGICAL OUTCOMES AND THE NULL EXECUTIVE FUNCTION FINDINGS WERE UNCHANGED WHEN INCLUDING THE COVARIATES. CONCLUSION: SIX-WEEKS OF YOGA TRAINING TWICE PER WEEK IS POTENTIALLY FEASIBLE FOR WOMEN EXPERIENCING ADHD SYMPTOMS, BUT AN EXERCISE STIMULUS OF THIS DURATION AND MAGNITUDE YIELDS NO BENEFICIAL COGNITIVE OR MOOD OUTCOMES. 2022 10 946 19 EFFECTS OF A 12-WEEKS YOGA INTERVENTION ON MOTOR AND COGNITIVE ABILITIES OF PRESCHOOL CHILDREN. SINCE EARLY CHILDHOOD IS REGARDED AS AN IMPORTANT PERIOD OF MOTOR AND COGNITIVE DEVELOPMENT, UNDERSTANDING THE EFFECTS OF PHYSICAL ACTIVITY ON MOTOR ABILITES AND COGNITIVE DEVELOPMENT IN PRESCHOOL CHILDREN HAS MAJOR PUBLIC HEALTH IMPLICATIONS. THIS STUDY INVESTIGATES THE EFFECTS OF A 12 WEEKS' YOGA INTERVENTION PROGRAM ON MOTOR AND COGNITIVE ABILITIES IN PRESCHOOL CHILDREN. PRESCHOOL CHILDREN (N = 45; AGE 5-6 YEARS) ATTENDING REGULAR PRESCHOOL PROGRAMS WERE NON-RANDOMLY ASSIGNED TO YOGA INTERVENTION (N = 23; 30 MIN SESSIONS THREE TIMES PER WEEK) OR A CONTROL GROUP (N = 22; NO ADDITIONAL ORGANIZED PHYSICAL ACTIVITY PROGRAM). EXERCISE TRAINING FOR THE INTERVENTION GROUP INCLUDED YOGA PROGRAM. MOTOR ABILITIES (BOT-2 SUBTESTS: FINE MOTOR INTEGRATION, MANUAL DEXTERITY, BALANCE AND BILATERAL COORDINATION), AND COGNITIVE ABILITIES (SCHOOL MATURITY TEST SUBTESTS: VISUAL MEMORY, STACKING CUBES AND CODES) WERE ASSESSED BEFORE AND AFTER THE INTERVENTION PERIOD IN BOTH GROUPS. DATA WERE ANALYZED USING REPEATED-MEASURES ANOVA. PARTICIPANTS IN THE INTERVENTION GROUP IMPROVED FINE MOTOR INTEGRATION (P = 0.022), FINE MOTOR SKILLS IN GENERAL (0.029), BILATERAL COORDINATION (0.000), BALANCE (0.000), AND BODY COORDINATION (0.000). PRESCHOOL CHILDREN'S PARTICIPATION IN THE PRESCHOOL YOGA INTERVENTION SIGNIFICANTLY IMPROVED THEIR MOTOR ABILITIES, BUT NOT THEIR COGNITIVE ABILITIES. 2021 11 917 17 EFFECTIVENESS OF SUPER BRAIN YOGA FOR CHILDREN WITH HYPERACTIVITY DISORDER. PURPOSE: THIS STUDY AIMED AT DETERMINING THE EFFECTIVENESS OF SUPER BRAIN YOGA FOR CHILDREN WITH HYPERACTIVITY DISORDER. DESIGN AND METHOD: THIS QUASIEXPERIMENTAL AND INTERVENTIONAL RESEARCH WAS CONDUCTED ON 80 SCHOOL-AGE CHILDREN THROUGH A PRETEST-POSTTEST DESIGN. RESULTS: RESULTS SHOWED THAT THERE WAS A SIGNIFICANT DIFFERENCE BETWEEN THE MEANS OF SEVERITY OF HYPERACTIVITY DISORDER BEFORE (75.1) AND AFTER THE INTERVENTION (63.5) (P < .001). PRACTICE IMPLICATIONS: PRACTICING SUPER BRAIN YOGA REDUCED THE SYMPTOMS OF HYPERACTIVITY DISORDER AMONG THE SCHOOL-AGE CHILDREN. 2019 12 951 18 EFFECTS OF A CLASSROOM-BASED YOGA INTERVENTION ON CORTISOL AND BEHAVIOR IN SECOND- AND THIRD-GRADE STUDENTS: A PILOT STUDY. THIS UNCONTROLLED PILOT STUDY EXAMINED THE EFFECTS OF A CLASSROOM-BASED YOGA INTERVENTION ON CORTISOL CONCENTRATIONS AND PERCEIVED BEHAVIOR IN CHILDREN. A 10-WEEK YOGA 4 CLASSROOMS INTERVENTION WAS IMPLEMENTED IN ONE SECOND-GRADE AND ONE THIRD-GRADE CLASSROOM. STUDENTS' SALIVARY CORTISOL RESPONSES WERE ASSESSED AT 3 TIME POINTS. CLASSROOM TEACHERS ALSO DOCUMENTED THEIR PERCEPTIONS OF THE EFFECTS OF THE INTERVENTION ON STUDENTS' COGNITIVE, SOCIAL, AND EMOTIONAL SKILLS. SECOND, BUT NOT THIRD, GRADERS SHOWED A SIGNIFICANT DECREASE IN BASELINE CORTISOL FROM BEFORE TO AFTER THE INTERVENTION. SECOND AND THIRD GRADERS BOTH SHOWED SIGNIFICANT DECREASES IN CORTISOL FROM BEFORE TO AFTER A COGNITIVE TASK, BUT NEITHER GRADE SHOWED ADDITIONAL DECREASES FROM BEFORE TO AFTER A SINGLE YOGA CLASS. THE SECOND-GRADE TEACHER PERCEIVED SIGNIFICANT IMPROVEMENTS IN SEVERAL ASPECTS HIS/HER STUDENTS' BEHAVIOR. THE THIRD-GRADE TEACHER PERCEIVED SOME, BUT FEWER, IMPROVEMENTS IN HIS/HER STUDENTS' BEHAVIOR. RESULTS SUGGEST THAT SCHOOL-BASED YOGA MAY BE ADVANTAGEOUS FOR STRESS MANAGEMENT AND BEHAVIOR. 2015 13 562 20 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 14 875 21 EFFECT OF YOGA THERAPY ON PLASMA OXYTOCIN AND FACIAL EMOTION RECOGNITION DEFICITS IN PATIENTS OF SCHIZOPHRENIA. CONTEXT: YOGA THERAPY HAS BEEN DEMONSTRATED TO BE USEFUL IN TREATMENT OF NEGATIVE SYMPTOMS AND IMPROVING THE SOCIO-OCCUPATIONAL FUNCTIONING AND EMOTION RECOGNITION DEFICITS IN ANTIPSYCHOTIC-STABILIZED SCHIZOPHRENIA PATIENTS. OXYTOCIN HAS BEEN RECENTLY IMPLICATED IN SOCIAL COGNITION DEFICITS IN SCHIZOPHRENIA. THE EFFECT OF YOGA THERAPY ON OXYTOCIN LEVELS IN SCHIZOPHRENIA HAS NOT BEEN STUDIED. AIMS: THIS STUDY AIMED TO ASSESS THE EFFECT OF YOGA THERAPY ON SYMPTOMS, SOCIO-OCCUPATIONAL FUNCTIONING, FACIAL EMOTION RECOGNITION DEFICITS AND PLASMA OXYTOCIN LEVELS IN ANTIPSYCHOTIC STABILIZED SCHIZOPHRENIA PATIENTS. SETTINGS AND DESIGN: RANDOMIZED CONTROLLED STUDY ON 43 CONSENTING, MEDICATION STABILIZED PATIENTS WITH SCHIZOPHRENIA IN A TERTIARY PSYCHIATRIC CENTER USING YOGA INTERVENTION AND WAITLISTED GROUPS. MATERIALS AND METHODS: A TOTAL OF 43 SCHIZOPHRENIA PATIENTS WERE RANDOMIZED TO YOGA GROUP (N=15) OR WAITLIST GROUP (N=28). PATIENTS IN THE YOGA GROUP RECEIVED TRAINING IN A SPECIFIC YOGA THERAPY MODULE FOR SCHIZOPHRENIA. PATIENTS IN BOTH GROUPS WERE CONTINUED ON STABLE ANTIPSYCHOTIC MEDICATION. ASSESSMENTS INCLUDED SCALE FOR ASSESSMENT OF POSITIVE SYMPTOMS, SCALE FOR ASSESSMENT OF NEGATIVE SYMPTOMS, SOCIO-OCCUPATIONAL FUNCTIONING SCALE AND TOOL FOR RECOGNITION OF EMOTIONS IN NEUROPSYCHIATRIC DISORDERS (TRENDS) AND PLASMA OXYTOCIN LEVELS; PERFORMED AT BASELINE AND AT THE END OF 1 MONTH. RESULTS: A TOTAL OF 15 PATIENTS IN THE YOGA GROUP AND 12 IN WAITLIST GROUP COMPLETED THE STUDY. THE YOGA THERAPY GROUP SHOWED A SIGNIFICANT IMPROVEMENT IN SOCIO-OCCUPATIONAL FUNCTIONING, PERFORMANCE ON TRENDS (P<0.001) AND PLASMA INCREASE IN OXYTOCIN LEVELS (P=0.01) AS COMPARED WITH THE WAITLIST GROUP. CONCLUSION: THE STUDY SUPPORTED THE ROLE OF ADD-ON YOGA THERAPY IN MANAGEMENT OF SCHIZOPHRENIA AND DEMONSTRATED AN IMPROVEMENT IN ENDOGENOUS PLASMA OXYTOCIN LEVELS IN SCHIZOPHRENIA PATIENTS RECEIVING YOGA THERAPY. 2013 15 1126 30 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 16 1957 23 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 17 853 22 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 18 872 20 EFFECT OF YOGA THERAPY ON FACIAL EMOTION RECOGNITION DEFICITS, SYMPTOMS AND FUNCTIONING IN PATIENTS WITH SCHIZOPHRENIA. OBJECTIVE: FACIAL EMOTION RECOGNITION DEFICITS HAVE BEEN CONSISTENTLY DEMONSTRATED IN SCHIZOPHRENIA AND CAN IMPAIR SOCIO-OCCUPATIONAL FUNCTIONING IN THESE PATIENTS. TREATMENTS TO IMPROVE THESE DEFICITS IN ANTIPSYCHOTIC-STABILIZED PATIENTS HAVE NOT BEEN WELL STUDIED. YOGA THERAPY HAS BEEN DESCRIBED TO IMPROVE FUNCTIONING IN VARIOUS DOMAINS IN SCHIZOPHRENIA; HOWEVER, ITS EFFECT ON FERD IS NOT KNOWN. METHOD: ANTIPSYCHOTIC-STABILIZED PATIENTS RANDOMIZED TO RECEIVE YOGA (N=27), EXERCISE (N=17) OR WAITLIST GROUP (N=22) WERE ASSESSED AT BASELINE, 2ND MONTH, AND 4TH MONTH OF FOLLOW-UP BY RATERS BLIND TO GROUP STATUS. ASSESSMENTS INCLUDED POSITIVE AND NEGATIVE SYNDROME SCALE (PANSS), SOCIO-OCCUPATIONAL FUNCTIONING SCALE (SOFS), AND TOOL FOR RECOGNITION OF EMOTIONS IN NEUROPSYCHIATRIC DISORDERS (TRENDS). RESULTS: THERE WAS A SIGNIFICANT POSITIVE CORRELATION BETWEEN BASELINE FERD AND SOCIO-OCCUPATIONAL FUNCTIONING (R=0.3, P=0.01). PAIRED SAMPLES T TEST SHOWED SIGNIFICANT IMPROVEMENT IN POSITIVE AND NEGATIVE SYMPTOMS, SOCIO-OCCUPATIONAL FUNCTIONING AND PERFORMANCE ON TRENDS (P<0.05) IN THE YOGA GROUP, BUT NOT IN THE OTHER TWO GROUPS. MAXIMUM IMPROVEMENT OCCURRED AT THE END OF 2 MONTHS, AND IMPROVEMENT IN POSITIVE AND NEGATIVE SYMPTOMS PERSISTED AT THE END OF 4 MONTHS. CONCLUSION: YOGA THERAPY CAN BE A USEFUL ADD-ON TREATMENT TO IMPROVE PSYCHOPATHOLOGY, FERD, AND SOCIO-OCCUPATIONAL FUNCTIONING IN ANTIPSYCHOTIC-STABILIZED PATIENTS WITH SCHIZOPHRENIA. 2011 19 1127 18 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 20 2191 19 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