1  946 110 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
2 1048  32 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 2423  31 YOGA AND MINDFULNESS INTERVENTIONS FOR PRESCHOOL-AGED CHILDREN IN EDUCATIONAL SETTINGS: A SYSTEMATIC REVIEW. EARLY CHILDHOOD AND THE PRE-SCHOOL STAGE OF DEVELOPMENT CONSTITUTE A DYNAMIC PERIOD FOR ACQUISITION OF SOCIAL-EMOTIONAL COMPETENCIES. YOGA AND MINDFULNESS PRACTICES (YMP) HAVE BECOME INCREASINGLY USED IN SCHOOLS FOR SOCIAL EMOTIONAL LEARNING, BUT LESS IS KNOWN ABOUT THEIR UTILITY IN EARLY CHILDHOOD SETTINGS. A SYSTEMATIC REVIEW USING PRISMA GUIDELINES WAS UNDERTAKEN TO EXPLORE THE EFFECT OF YMP ON SOCIAL EMOTIONAL FUNCTION AMONG PRESCHOOL-AGED CHILDREN (3-5 YEARS). THE REVIEW RESULTED IN IDENTIFICATION OF 1115 RECORDS, OF WHICH 80 FULL TEXT ARTICLES WERE SCREENED, WITH FINAL INCLUSION OF 16 STUDIES. INCLUDED STUDIES EVALUATED THE EFFECT OF YMP ON SOCIAL-EMOTIONAL FUNCTIONING, AND IDENTIFIED THE POTENTIAL FOR YMP TO IMPROVE REGULATORY SKILLS SUCH AS BEHAVIORAL SELF-REGULATION AND EXECUTIVE FUNCTION. AMONG STUDIES REVIEWED, 13 REPORTED IMPROVEMENTS IN THESE DOMAINS, BUT QUALITY APPRAISAL INDICATED SIGNIFICANT VARIABILITY IN RISK OF BIAS ACROSS STUDIES, AND HETEROGENEITY OF OUTCOME MEASUREMENTS HINDERED COMPARISON. PROGRAMS APPEARED TO PRODUCE BETTER RESULTS WHEN IMPLEMENTED FOR AT LEAST 6 WEEKS AND AMONG CHILDREN WHO HAD LOWER BASELINE SOCIAL-EMOTIONAL FUNCTIONING. YMP CONSTITUTE A PROMISING STRATEGY FOR SOCIAL EMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD SETTINGS, BUT ADDITIONAL RIGOROUSLY DESIGNED STUDIES ARE NEEDED TO EXPAND UNDERSTANDING OF HOW AND WHY THESE PROGRAMS ARE EFFECTIVE.	2021	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
4   30  40 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	
                                                                                                                                                                                                                                                                                                                                                                                              
5  307  32 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	
                                                                                                                                                                                                                                                                        
6  562  34 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
7  917  16 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
8 2626  19 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
9  331  31 APPLICATION OF INTEGRATED YOGA THERAPY TO INCREASE IMITATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER. BACKGROUND/AIM: CHILDREN WITH AUTISM EXHIBIT SIGNIFICANT DEFICITS IN IMITATION SKILLS, WHICH IMPEDE THE ACQUISITION OF MORE COMPLEX BEHAVIOR AND SOCIALIZATION. IMITATION IS OFTEN TARGETED EARLY IN INTERVENTION PLANS AND CONTINUES TO BE ADDRESSED THROUGHOUT THE CHILD'S TREATMENT. THE USE OF INTEGRATED APPROACH TO YOGA THERAPY (IAYT) AS A COMPLEMENTARY THERAPY FOR CHILDREN DIAGNOSED WITH AUTISM SPECTRUM DISORDER (ASD) IS RARELY REPORTED AND LITTLE IS KNOWN ON THE EFFECTIVENESS OF SUCH THERAPIES. THIS STUDY INVESTIGATED IAYT AS A TREATMENT METHOD WITH CHILDREN WITH ASD TO INCREASE IMITATIVE SKILLS. MATERIALS AND METHODS: PARENTS AND SIX CHILDREN WITH ASD PARTICIPATED IN A 10-MONTH PROGRAM OF 5-WEEKLY SESSIONS AND REGULAR PRACTICE AT HOME. PRE, MID AND POST TREATMENT ASSESSMENTS INCLUDED OBSERVERS AND PARENT RATINGS OF CHILDREN'S IMITATION SKILLS IN TASKS RELATED TO IMITATION SKILLS SUCH AS GROSS MOTOR ACTIONS, VOCALIZATION, COMPLEX IMITATION, ORAL FACIAL MOVEMENTS AND IMITATING BREATHING EXERCISES. RESULTS: IMPROVEMENT IN CHILDREN'S IMITATION SKILLS ESPECIALLY POINTING TO BODY, POSTURAL AND ORAL FACIAL MOVEMENTS. PARENTS REPORTED CHANGE IN THE PLAY PATTERN OF THESE CHILDREN WITH TOYS, PEERS AND OBJECTS AT HOME. CONCLUSIONS: THIS STUDY INDICATES THAT IAYT MAY OFFER BENEFITS AS AN EFFECTIVE TOOL TO INCREASE IMITATION, COGNITIVE SKILLS AND SOCIAL-COMMUNICATIVE BEHAVIORS IN CHILDREN WITH ASD. IN ADDITION, CHILDREN EXHIBITED INCREASED SKILLS IN EYE CONTACT, SITTING TOLERANCE, NON-VERBAL COMMUNICATION AND RECEPTIVE SKILLS TO VERBAL COMMANDS RELATED TO SPATIAL RELATIONSHIP.	2010	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
10 2758  38 YOGA PRACTICES AS AN ALTERNATIVE TRAINING FOR PHYSICAL FITNESS IN CHILDREN WITH VISUAL IMPAIRMENT. PHYSICAL ACTIVITIES PROVIDE FUNDAMENTAL BENEFITS TO CHILDREN'S HEALTH AND WELL-BEING. THEY ARE VITAL FOR DEVELOPMENT AND HEALTHY LIFE, BUT PARTICIPATION OF CHILDREN WITH VISUAL IMPAIRMENT IS LIMITED. HEREIN, THE AUTHORS REPORT RESULTS OF A 16-WK YOGA PROGRAM, EVALUATING ITS EFFECTS ON PHYSICAL FITNESS IN CHILDREN WITH VISUAL IMPAIRMENT. EIGHTY-THREE CHILDREN AGE 9-16 YEARS (12.37 +/- 2.19) PARTICIPATED IN A 2-ARM, SINGLE-BLIND WAIT-LIST-CONTROLLED STUDY AT A RESIDENTIAL SCHOOL IN SOUTH INDIA. PARTICIPANTS (YOGA GROUP 41, CONTROLS 42) WERE ASSESSED ON MUSCLE STRENGTH, FLEXIBILITY, ENDURANCE, COORDINATION, AND RESPIRATORY HEALTH. SIGNIFICANT IMPROVEMENTS IN PHYSICAL FITNESS WERE OBSERVED AFTER THE YOGA INTERVENTION (GROUP X TIME INTERACTIONS FOR RIGHT-HAND GRIP STRENGTH, P < .001; SIT-UP, P < .001; SIT AND REACH, P < .001; BILATERAL PLATE TAPPING, P < .001; AND PEAK EXPIRATORY FLOW RATE, P < .001). LEFT-HAND GRIP STRENGTH SHOWED MAIN EFFECTS OF TIME, ALTHOUGH THERE WERE NO GROUP X TIME INTERACTIONS. RESULTS DEMONSTRATE YOGA'S ABILITY TO IMPROVE A WIDE RANGE OF PHYSICAL VARIABLES IN CHILDREN WITH VISUAL IMPAIRMENT.	2019	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
11 2814  28 YOGA TRAINING AND MOTOR SPEED BASED ON A FINGER TAPPING TASK. A FINGER TAPPING TASK WAS USED TO ASSESS MOTOR SPEED (MS) OF BOTH HANDS IN 53 ADULTS AND 152 CHILDREN BEFORE AND AFTER YOGA TRAINING AND IN 38 ADULTS OF A NON-YOGA (CONTROL) GROUP. ALL SUBJECTS WERE RIGHT HAND DOMINANT. THE 30-SECOND TAPPING SPEED (TS) TEST WAS CONSIDERED AS THREE TIME INTERVALS, I.E. 0-10 SECOND (TS1), 10-20 SECONDS (TS2) AND 20-30 SECONDS (TS3). THERE WAS A SIGNIFICANT (STUDENT'S T-TEST) INCREASE IN ALL THREE TS VALUES FOLLOWING 10 DAYS OF YOGA IN CHILDREN AND 30 DAYS OF YOGA IN ADULTS. HOWEVER FOR BOTH GROUPS AT BASELINE AND FINAL ASSESSMENTS, TS2 AND TS3 WERE SIGNIFICANTLY LOWER THAN TS1. HENCE THE TS WAS INCREASED AFTER YOGA TRAINING DURING THE FIRST 10-SECONDS OF THE TEST BUT NOT DURING THE NEXT 20 SECONDS. THESE RESULTS SUGGEST AN INCREASE IN MOTOR SPEED FOR REPETITIVE FINGER MOVEMENTS FOLLOWING YOGA TRAINING, BUT NOT IN STRENGTH OR ENDURANCE, AS THE INCREASE WAS NOT SUSTAINED OVER 30 SEC.	1999	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
12 2188  39 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	

13  191  46 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
14 1986  31 SPATIAL AND VERBAL MEMORY TEST SCORES FOLLOWING YOGA AND FINE ARTS CAMPS FOR SCHOOL CHILDREN. THE PERFORMANCE SCORES OF CHILDREN (AGED 11 TO 16 YEARS) IN VERBAL AND SPATIAL MEMORY TESTS WERE COMPARED FOR TWO GROUPS (N = 30, EACH), ONE ATTENDING A YOGA CAMP AND THE OTHER A FINE ARTS CAMP. BOTH GROUPS WERE ASSESSED ON THE MEMORY TASKS INITIALLY AND AFTER TEN DAYS OF THEIR RESPECTIVE INTERVENTIONS. A CONTROL GROUP (N = 30) WAS SIMILARLY STUDIED TO ASSESS THE TEST-RETEST EFFECT. AT THE FINAL ASSESSMENT THE YOGA GROUP SHOWED A SIGNIFICANT INCREASE OF 43% IN SPATIAL MEMORY SCORES (MULTIVARIATE ANALYSIS, TUKEY TEST), WHILE THE FINE ARTS AND CONTROL GROUPS SHOWED NO CHANGE. THE RESULTS SUGGEST THAT YOGA PRACTICE, INCLUDING PHYSICAL POSTURES, YOGA BREATHING, MEDITATION AND GUIDED RELAXATION IMPROVED DELAYED RECALL OF SPATIAL INFORMATION.	2004	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
15 2192  33 THE EFFECTS OF YOGA PRACTICE ON BALANCE, STRENGTH, COORDINATION AND FLEXIBILITY IN HEALTHY CHILDREN AGED 10-12YEARS. OBJECTIVE: THE PURPOSE OF THIS STUDY WAS TO INVESTIGATE THE EFFECTS OF YOGA PRACTICE ON BALANCE, STRENGTH, COORDINATION, AND FLEXIBILITY IN HEALTHY CHILDREN AGED 10-12 YEARS. STUDY DESIGN: QUASI-EXPERIMENTAL, NONRANDOMIZED. BACKGROUND: RESEARCH ON THE EFFECTS OF YOGA IN CHILDREN HAS FOCUSED ON THE BENEFITS SEEN IN NON-HEALTHY CHILDREN OR ON THE EFFECTS ON HAND GRIP STRENGTH AND MOTOR PERFORMANCE. THE STUDIES ON THE EFFECTS OF YOGA ON BALANCE, STRENGTH, COORDINATION, AND FLEXIBILITY HAVE BEEN LIMITED. METHODS AND MEASURES: A CONVENIENCE SAMPLE OF 26 CHILDREN, AGED 10-12 YEARS WAS OBTAINED. THE CHILDREN PARTICIPATED IN 40MIN YOGA SESSIONS, LED BY A REGISTERED YOGA TEACHER, 1-3 TIMES PER WEEK FOR 8 WEEKS. THE BRUININKS-OSERETSKY TEST OF MOTOR PROFICIENCY, SECOND EDITION (BOT-2), THE SIT AND REACH TEST, AND THE 90/90 HAMSTRING FLEXIBILITY TEST WERE ADMINISTERED AT BASELINE AND AT THE END OF THE 8 WEEKS. DESCRIPTIVE STATISTICS WERE CALCULATED FOR ALL MEASUREMENTS. A SHAPIRO-WILK TEST WAS USED TO TEST NORMALITY. A WILCOXIN SIGNED-RANK TEST WAS USED TO ANALYZE PRE- AND POST-TEST MEASUREMENTS FOR ALL VARIABLES. RESULTS: THERE WAS A STATISTICALLY SIGNIFICANT WITHIN-SUBJECT DIFFERENCE FROM PRE-TEST TO POST-TEST FOR BALANCE (P=0.026), SIT AND REACH (P=0.000), POPLITEAL ANGLE RIGHT (P=0.005), AND POPLITEAL ANGLE LEFT (P=0.018). THERE WERE NO STATISTICALLY SIGNIFICANT DIFFERENCES IN STRENGTH AND BILATERAL COORDINATION FROM PRE-TO POST-TEST MEASUREMENTS. CONCLUSIONS: YOGA MAY BE A BENEFICIAL FORM OF EXERCISE IN THE SCHOOL-BASED SETTING FOR IMPROVING BALANCE AND FLEXIBILITY IN HEALTHY CHILDREN.	2019	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
16  769  31 EFFECT OF UNILATERAL LEFT NOSTRIL BREATHING (CHANDRA ANGA PRANAYAMA) ON COGNITIVE FUNCTION IN HEALTHY YOGA-NAIVE INDIVIDUALS: A RANDOMIZED, CONTROLLED, PILOT STUDY. INTRODUCTION: BREATHING MODULATES CORTICAL NEURONAL ACTIVITY. VARIOUS BREATHING EXERCISES ARE PURPORTED TO HAVE SPECIFIC EFFECTS ON EMOTIONAL AND COGNITIVE FUNCTIONS. OBJECTIVE: TO DETERMINE THE EFFECT OF UNILATERAL LEFT NOSTRIL BREATHING (ULNB) ON NONLATERALIZED, OVERALL COGNITIVE FUNCTIONS USING COMPUTERIZED PSYCHOMETRIC TESTS. METHODS: A RANDOMIZED, CONTROLLED, PILOT STUDY WAS CONDUCTED AMONG 20 HEALTHY YOGA-NAIVE MEDICAL STUDENTS. ULNB WAS PERFORMED FOR 15 MIN BY THE TEST GROUP (N = 10) AND BREATH AWARENESS BY THE CONTROL GROUP (N = 10). ATTENTION AND PROCESSING SPEED, MEMORY, AND EXECUTIVE FUNCTION WERE ASSESSED USING THE LETTER-DIGIT SUBSTITUTION TEST, STERNBERG MEMORY TASK, AND VICTORIA STROOP TEST, RESPECTIVELY. BASELINE, PRE- AND POSTINTERVENTION SCORES WERE RECORDED. RESULTS: THERE WAS NO SIGNIFICANT DIFFERENCE BETWEEN THE GROUPS IN BASELINE SCORES. IN THE STERNBERG MEMORY TASK, A STATISTICALLY SIGNIFICANT DECREASE IN RESPONSE TIME WAS SEEN IN THE TEST (T(9) = 3.855, P = 0.004) AS WELL AS THE CONTROL GROUP (T(9) = 3.120, P = 0.012); THERE WAS NO SIGNIFICANT DIFFERENCE BETWEEN THE GROUPS. NO SIGNIFICANT EFFECT OF UNLB WAS SEEN IN THE LETTER-DIGIT SUBSTITUTION TEST AND STROOP TEST. CONCLUSIONS: OUR STUDY SHOWED NO DIFFERENCE IN THE EFFECTS OF 15-MIN PRACTICE OF ULNB AND BREATH AWARENESS ON COGNITIVE FUNCTIONS; BOTH IMPROVED MEMORY BUT NOT ATTENTION OR EXECUTIVE FUNCTION.	2020	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
17 1957  37 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	
                                                                                                                                                  
18 2519  37 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	
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
19  797  28 EFFECT OF YOGA INTERVENTION ON SHORT-TERM HEART RATE VARIABILITY IN CHILDREN WITH AUTISM SPECTRUM DISORDER. BACKGROUND: AUTISM SPECTRUM DISORDER (ASD) IS A NEURODEVELOPMENTAL DISORDER CHARACTERIZED BY IMPAIRMENT IN SOCIAL INTERACTIONS, COMMUNICATION, RESTRICTED, AND REPETITIVE BEHAVIORS. EVIDENCE-BASED TREATMENT OPTIONS FOR ASD ARE LIMITED. YOGA IS PRACTICED BY OVER 20 MILLION PEOPLE WORLDWIDE, AND MULTIPLE STUDIES HAVE INVESTIGATED YOGA AS A POSSIBLE EFFECTIVE INTERVENTION FOR CHILDREN WITH ASD. AIM: THE AIM OF THIS STUDY IS TO INVESTIGATE THE EFFECT OF YOGA INTERVENTION ON SHORT-TERM HEART RATE VARIABILITY (HRV) IN CHILDREN WITH ASD. METHODOLOGY: IN THIS STUDY, 50 CHILDREN (38 BOYS AND 12 GIRLS) WITH ASD WERE RECRUITED FROM SWABHIMAAN TRUST, PALAVAKKAM, CHENNAI. THEY WERE RANDOMLY GROUPED INTO ASD WITH YOGA INTERVENTION GROUP (N = 25) AND ASD WITHOUT YOGA INTERVENTION GROUP (N = 25) BY SIMPLE LOTTERY METHOD. YOGA GROUP CHILDREN UNDERWENT YOGA TRAINING FOR 3 MONTHS, AND THE CONTROL GROUP DID NOT RECEIVE ANY SUCH TRAINING. FOR SHORT-TERM HRV, 15 MIN ELECTROCARDIOGRAM RECORDING IN SITTING POSTURE WAS RECORDED IN LEAD II USING A SIMPLE ANALOG AMPLIFIER. RESULTS: IN HRV, TIME DOMAIN PARAMETERS SUCH AS MEAN RR INTERVAL (0.72 [0.74] TO 0.94 [0.92]), STANDARD DEVIATION OF THE NN INTERVALS (52.04 [54.23] TO 74.48 [72.80]), AND ROOT OF THE MEAN SQUARED DIFFERENCES OF SUCCESSIVE NN INTERVAL (32.60 [34.40] TO 40.83 [42.90]) SIGNIFICANTLY INCREASED IN ASD CHILDREN AFTER YOGA INTERVENTION. IN FREQUENCY-DOMAIN PARAMETERS, HIGH FREQUENCY (HF) IN N. U (48.08 [47.24] TO 58.37 [59.22]) SHOWS A SIGNIFICANT INCREASE AND LOW FREQUENCY (LF) IN N. U (52.4 [51.82] TO 40.51 [40.12]), AND LF/HF RATIO (1.29 [1.31] TO 0.78 [0.79]) SHOWS A SIGNIFICANT DECREASE IN ASD WITH YOGA INTERVENTION GROUP CHILDREN AFTER 3 MONTHS OF YOGA TRAINING. CONCLUSION: YOGA INTERVENTIONS HAVE BEEN SUCCESSFUL IN BRINGING PARASYMPATHETIC DOMINANCE IN ASD CHILDREN, AND THE GREATER ADVANTAGE IS BEING A NONINVASIVE WAY OF INTERVENTION TO SUPPORT CHILDREN WITH ASD AND HELP THEM TO ACHIEVE PHYSIOLOGICAL AS WELL AS PSYCHOLOGICAL BALANCE.	2019	
                                                                                                                                                                                                    
20  866  41 EFFECT OF YOGA PROGRAM ON EXECUTIVE FUNCTIONS OF ADOLESCENTS DWELLING IN AN ORPHAN HOME: A RANDOMIZED CONTROLLED STUDY. EXECUTIVE FUNCTION (EF) IS IMPORTANT FOR PHYSICAL AND MENTAL HEALTH OF CHILDREN. STUDIES HAVE SHOWN THAT CHILDREN WITH POVERTY AND EARLY LIFE STRESS HAVE REDUCED EF. THE AIM OF THE STUDY WAS TO EVALUATE THE EFFECT OF YOGA PROGRAM ON THE EF OF ORPHAN ADOLESCENTS. SEVENTY TWO APPARENTLY HEALTHY ORPHAN ADOLESCENTS RANDOMIZED AND ALLOCATED INTO TWO GROUPS AS YOGA GROUP (N = 40; 14 GIRLS, AGE = 12.69 +/- 1.35 YRS) AND WAIT LIST CONTROL (WLC) GROUP (N = 32, 13 GIRLS, AGE = 12.58 +/- 1.52 YRS). YOGA GROUP UNDERWENT THREE MONTHS OF YOGA PROGRAM IN A SCHEDULE OF 90 MIN PER DAY, FOUR DAYS PER WEEK WHEREAS THE WLC GROUP FOLLOWED THE ROUTINE ACTIVITIES. THEY WERE ASSESSED BY STROOP COLOR-WORD TASK, DIGIT SYMBOL SUBSTITUTION TEST (DSST), DIGITS SPAN TEST AND TRIAL MAKING TEST (TMT) AT THE BEGINNING AND END OF THE PROGRAM. THE REPEATED MEASURES ANOVA SHOWED SIGNIFICANT DIFFERENCE IN TIME AND GROUP INTERACTIONS (P < 0.05) FOR ALL SUBTESTS OF STROOP COLOR-WORD TASK AND DIGIT SPAN TEST AND PART-A OF TMT WHEREAS THERE WERE NO SIGNIFICANT DIFFERENCE FOUND IN DSST AND TMT (PART-B). THE POST-HOC TEST WITH BONFERRONI ADJUSTMENT ALSO SHOWED SIGNIFICANT IMPROVEMENTS (P < 0.001) WITHIN THE YOGA GROUP IN ALL TEST SCORES WHILE IN WRONG SCORE OF DSST DID NOT EXHIBIT SIGNIFICANT REDUCTION. WHEREAS THE WLC GROUP, SHOWED SIGNIFICANT IMPROVEMENT (P < 0.05) IN STROOP COLOR, COLOR-WORD SCORE, NET SCORE OF DSST, DIGIT SPAN FORWARD AND DIGIT SPAN TOTAL. THREE MONTHS YOGA PROGRAM WAS FOUND USEFUL FOR THE YOUNG ORPHAN ADOLESCENTS IN IMPROVING THEIR EXECUTIVE FUNCTIONS.	2017