1 853 92 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 2 191 31 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 3 1836 20 PSYCHOPHYSIOLOGICAL CORRELATES OF THE PRACTICE OF TANTRIC YOGA MEDITATION. AUTONOMIC AND ELECTROENCEPHALOGRAPHIC (EEG) CORRELATES OF TANTRIC YOGA MEDITATION WERE STUDIED IN THREE GROUPS OF SUBJECTS AS THEY PROGRESSED FROM NORMAL CONSCIOUSNESS INTO MEDITATION. GROUPS DIFFERED IN THEIR LEVEL OF MEDITATION PROFICIENCY. MEASURES OF SKIN RESISTANCE, HEART RATE, RESPIRATION, AUTONOMIC ORIENTING RESPONSES, RESTING EEG, EEG ALPHA AND THETA FREQUENCIES, SLEEP-SCORED EEG, AVERAGED EVOKED RESPONSES, AND SUBJECTIVE EXPERIENCE WERE EMPLOYED. UNLIKE MOST PREVIOUSLY REPORTED MEDITATION STUDIES, PROFICIENT MEDITATORS DEMONSTRATED INCREASED AUTONOMIC ACTIVATION DURING MEDITATION WHILE UNEXPERIENCED MEDITATORS DEMONSTRATED AUTONOMIC RELAXATION. DURING MEDITATION, PROFICIENT MEDITATORS DEMONSTRATED INCREASED ALPHA AND THETA POWER, MINIMAL EVIDENCE OF EEG-DEFINED SLEEP, AND DECREASED AUTONOMIC ORIENTING TO EXTERNAL STIMULATION. AN EPISODE OF SUDDEN AUTONOMIC ACTIVATION WAS OBSERVED THAT WAS CHARACTERIZED BY THE MEDITATOR AS AN APPROACH TO THE YOGIC ECSTATIC STATE OF INTENSE CONCENTRATION. THESE FINDINGS CHALLENGE THE CURRENT "RELAXATION" MODEL OF MEDITATIVE STATES. 1978 4 1565 19 LOW AND THEN HIGH FREQUENCY OSCILLATIONS OF DISTINCT RIGHT CORTICAL NETWORKS ARE PROGRESSIVELY ENHANCED BY MEDIUM AND LONG TERM SATYANANDA YOGA MEDITATION PRACTICE. MEDITATION PROFICIENCY IS RELATED TO TRAIT-LIKE (LEARNED) EFFECTS ON BRAIN FUNCTION, DEVELOPED OVER TIME. PREVIOUS STUDIES SHOW INCREASES IN EEG POWER IN LOWER FREQUENCY BANDS (THETA, ALPHA) IN EXPERIENCED MEDITATORS IN BOTH MEDITATION STATES AND BASELINE CONDITIONS. HIGHER GAMMA BAND POWER HAS BEEN FOUND IN ADVANCED BUDDHIST MEDITATORS, YET IT IS NOT KNOWN IF THIS OCCURS IN YOGA MEDITATION PRACTICES. THIS STUDY USED ELORETA TO COMPARE DIFFERENCES IN CORTICAL SOURCE ACTIVITY UNDERLYING SCALP EEG FROM INTERMEDIATE (MEAN EXPERIENCE 4 YEARS) AND ADVANCED (MEAN EXPERIENCE 30 YEARS) AUSTRALIAN MEDITATORS FROM THE SATYANANDA YOGA TRADITION DURING A BODY-STEADINESS MEDITATION, MANTRA MEDITATION, AND NON-MEDITATION MENTAL CALCULATION CONDITION. INTERMEDIATE YOGA MEDITATORS SHOWED GREATER SOURCE ACTIVITY IN LOW FREQUENCIES (PARTICULARLY THETA AND ALPHA1) DURING MENTAL CALCULATION, BODY-STEADINESS AND MANTRA MEDITATION. A SIMILAR SPATIAL PATTERN OF SIGNIFICANT DIFFERENCES WAS FOUND IN ALL CONDITIONS BUT THE NUMBER OF SIGNIFICANT VOXELS WAS DOUBLE DURING BODY-STEADINESS AND MANTRA MEDITATION THAN IN THE NON-MEDITATION (CALCULATION) CONDITION. THESE DIFFERENCES WERE GREATEST IN RIGHT (R) SUPERIOR FRONTAL AND R PRECENTRAL GYRI AND EXTENDED BACK TO INCLUDE THE R PARIETAL AND OCCIPITAL LOBES. ADVANCED YOGA MEDITATORS SHOWED GREATER ACTIVITY IN HIGH FREQUENCIES (BETA AND ESPECIALLY GAMMA) IN ALL CONDITIONS BUT GREATLY EXPANDED DURING MEDITATION PRACTICE. ACROSS ALL CONDITIONS (MEDITATION AND NON-MEDITATION) DIFFERENCES WERE GREATEST IN THE SAME REGIONS: R INSULA, R INFERIOR FRONTAL GYRUS AND R ANTERIOR TEMPORAL LOBE. DISTINCT R CORE NETWORKS WERE IDENTIFIED IN ALPHA1 (8-10 HZ) AND GAMMA (25-42 HZ) BANDS, RESPECTIVELY. THE VOXELS RECRUITED TO THESE NETWORKS GREATLY EXPANDED DURING MEDITATION PRACTICE TO INCLUDE HOMOLOGOUS REGIONS OF THE LEFT HEMISPHERE. FUNCTIONAL INTERPRETATION PARALLELS TRADITIONALLY DESCRIBED STAGES OF DEVELOPMENT IN YOGA PROFICIENCY. 2014 5 2191 35 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 6 2192 28 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 7 2078 28 THE EFFECT OF CHAIR YOGA ON BIOPSYCHOSOCIAL CHANGES IN ENGLISH- AND SPANISH-SPEAKING COMMUNITY-DWELLING OLDER ADULTS WITH LOWER-EXTREMITY OSTEOARTHRITIS. CHAIR YOGA (CY), A MIND-BODY THERAPY, IS A SAFE NONPHARMACOLOGICAL APPROACH FOR MANAGING OSTEOARTHRITIS (OA) IN OLDER ADULTS WHO CANNOT PARTICIPATE IN STANDING EXERCISE. HOWEVER, THERE IS NO LINGUISTICALLY TAILORED CY PROGRAM FOR THOSE WITH LIMITED ENGLISH PROFICIENCY (LEP). THIS 2-ARM RANDOMIZED CONTROLLED TRIAL COMPARED THE EFFECTS OF A LINGUISTICALLY TAILORED YOGA PROGRAM (ENGLISH AND SPANISH VERSIONS) ON THE OUTCOMES OF PAIN, PHYSICAL FUNCTION, AND PSYCHOSOCIAL FACTORS COMPARED TO THE EFFECTS OF A LINGUISTICALLY TAILORED HEALTH EDUCATION PROGRAM (HEP; ENGLISH AND SPANISH VERSIONS). PARTICIPANTS WITH LOWER-EXTREMITY OA, RECRUITED FROM 2 COMMUNITY SITES, COMPLETED THE SPANISH (N = 40) OR ENGLISH (N = 60) VERSION OF TWICE-WEEKLY 45-MIN CY OR HEP SESSIONS FOR 8 WEEKS. DATA WERE COLLECTED AT BASELINE, 4 WEEKS, 8 WEEKS, AND 1- AND 3-MONTH FOLLOW-UPS. ENGLISH AND SPANISH CY GROUPS (BUT NEITHER HEP LANGUAGE GROUP) SHOWED SIGNIFICANT DECREASES IN PAIN INTERFERENCE. MEASURES OF OA SYMPTOMS, BALANCE, DEPRESSION, AND SOCIAL ACTIVITIES WERE NOT SIGNIFICANTLY DIFFERENT BETWEEN ENGLISH AND SPANISH VERSIONS OF CY AND ENGLISH AND SPANISH VERSIONS OF HEP. IT WAS CONCLUDED THAT THE SPANISH AND ENGLISH VERSIONS OF CY AND HEP WERE EQUIVALENT. LINGUISTICALLY TAILORED CY COULD BE IMPLEMENTED IN AGING-SERVING COMMUNITIES FOR PERSONS WITH LEP. 2016 8 562 35 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 9 946 32 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 10 2225 19 THE IMPACT OF TRAIT MINDFULNESS ON RELATIONAL OUTCOMES IN NOVICE YOGA PRACTITIONERS PARTICIPATING IN AN ACADEMIC YOGA COURSE. OBJECTIVE: THIS STUDY EXAMINED THE ROLE OF DISPOSITIONAL MINDFULNESS IN IMPACTING THE RELATIONAL BENEFITS OF YOGA IN NOVICE PRACTITIONERS IN AN UNDERGRADUATE ACADEMIC YOGA COURSE. PARTICIPANTS: 21 COLLEGE STUDENTS ENROLLED IN A YOGA COURSE THROUGHOUT A 15-WEEK ACADEMIC SEMESTER (JANUARY-APRIL 2016). METHODS: PARTICIPANTS ATTENDED LAB ASSESSMENTS AT THE BEGINNING AND END OF THE SEMESTER AND WERE ASKED TO COMPLETE EIGHT CONSECUTIVE INTERNET-BASED DAILY SURVEYS ACROSS SIX SEPARATE BURSTS, YIELDING 48 DATA POINTS FOR EACH PARTICIPANT. RESULTS: MULTIVARIATE TIME-SERIES ANALYSES REVEALED WITHIN-PERSON SUBGROUP DIFFERENCES SUCH THAT IN GENERAL, THOSE IN THE HIGH TRAIT MINDFULNESS GROUP GLEANED BENEFITS FROM YOGA PRACTICE WITH RESPECT TO RELATIONAL OUTCOMES. CONCLUSIONS: THIS STUDY DEMONSTRATED TRAIT MINDFULNESS IMPACTS RELATIONAL OUTCOMES IN NOVICE YOGA PRACTITIONERS, SUGGESTING THOSE LOW IN TRAIT MINDFULNESS MAY NOT GARNER IMMEDIATE RELATIONAL BENEFITS FROM YOGA AND COULD BENEFIT FROM ADDITIONAL STRATEGIES TO BOLSTER AGAINST ANY NEGATIVE INFLUENCES OF INITIATING YOGA PRACTICE. 2019 11 331 30 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 12 1127 27 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 13 951 24 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 14 883 22 EFFECT OF YOGA TRAINING ON MAZE LEARNING. THE PERFORMANCE IN A MAZE LEARNING TASK WAS ASSESSED IN ADULTS OF EITHER SEX (N = 31) BEFORE AND AFTER 30 DAYS OF YOGA TRAINING AND IN AN AGE AND GENDER MATCHED CONTROL GROUP OF SUBJECTS WHO DID NOT RECEIVE TRAINING IN YOGA. SUBJECTS WERE BLIND FOLDED AND USED THE DOMINANT HAND TO TRACE THE PATH IN A WOODEN PENCIL MAZE. AT EACH ASSESSMENT, SUBJECTS WERE GIVEN 5 TRIALS, WITHOUT A GAP BETWEEN THEM. PERFORMANCE WAS BASED ON THE TIME TAKEN TO COMPLETE THE MAZE AND THE NUMBER OF BLIND ALLEYS TAKEN. THE TIME AND ERROR SCORES OF TRIAL 1 WERE SIGNIFICANTLY LESS AFTER YOGA (TWO-FACTOR ANOVA, TUKEY TEST). REPEATING TRIALS SIGNIFICANTLY DECREASED TIME SCORES AT TRIAL 5 VERSUS TRIAL 1, FOR BOTH GROUPS ON DAY 1 AND FOR THE CONTROL GROUP ON DAY 30. HENCE THE YOGA GROUP SHOWED IMPROVED PERFORMANCE IN MAZE TRACING AT RETEST 30 DAYS LATER, WHICH MAY BE RELATED TO THIS GROUP BEING FASTER LEARNERS AND ALSO THE EFFECT OF YOGA ITSELF. YOGA TRAINING DID NOT INFLUENCE MAZE LEARNING, BASED ON THE PERFORMANCE IN 5 REPEAT TRIALS. 2000 15 1010 20 EFFECTS OF MULTISENSORY YOGA ON BEHAVIOR IN A MALE CHILD WITH APERT AND ASPERGER SYNDROME. THIS CASE FOCUSED ON A 7-YEAR-OLD BOY WITH APERT AND ASPERGER'S SYNDROME WHO ATTENDED 8, 45 MIN MULTISENSORY YOGA SESSIONS, TWICE A WEEK, DURING 4-WEEK CAMP. RESULTS FROM THE PRE- AND POST-TESTS ON TREATMENT AND RESEARCH INSTITUTE FOR AUTISM SOCIAL SKILLS ASSESSMENT SHOWED IMPROVEMENTS IN THE TOTAL SCORE CHANGES FROM 19 TO 7 FOR DISRUPTIVE BEHAVIORS. SPARKS TARGET BEHAVIOR CHECKLIST SCORES CHANGED FROM EIGHT TO ONE SHOWING PROGRESSION IN ABILITY TO STAY ON TASK. YOGA POSE RATING SCALE DISPLAYED THE TRANSFORMATION IN TOTAL SCORES FROM 80 = EMERGING TO 115 = CONSISTENCY IN POSE PERFORMANCE. THE FIELD NOTES REVEALED THE POSITIVE DEVELOPMENT IN EXPRESSIVE EMOTIONS, SOCIAL ENGAGEMENT, AND DECLINE IN LOOKING AROUND. OUTSIDE CLASS PARENT AND SCHOOL BEHAVIORAL SPECIALIST REPORTED THE IMPROVED ABILITY TO SELF-REGULATE STRESS USING LION'S BREATH AND SUPER BRAIN. THESE FINDINGS INDICATE AN IMPROVEMENT IN BEHAVIORS THAT INFLUENCED THE PHYSICAL PERFORMANCE, EMOTIONAL EXPRESSION, AND SOCIAL INTERACTION AFTER YOGA TRAINING FOR THIS CHILD. 2016 16 952 34 EFFECTS OF A CREATIVE YOGA INTERVENTION ON THE JOINT ATTENTION AND SOCIAL COMMUNICATION SKILLS, AS WELL AS AFFECTIVE STATES OF CHILDREN WITH AUTISM SPECTRUM DISORDER. BACKGROUND: YOGA IS GAINING POPULARITY AS A MULTISYSTEM INTERVENTION DUE TO ITS IMPACT ON BOTH THE PHYSICAL AND MENTAL WELL-BEING OF CHILDREN WITH TYPICAL DEVELOPMENT. HOWEVER, THERE IS LIMITED EMPIRICAL EVIDENCE TO SUPPORT THE USE OF THIS APPROACH IN SCHOOL-AGED CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD). THE CURRENT PILOT STUDY EVALUATED THE IMPACT OF A CREATIVE YOGA INTERVENTION ON THE JOINT ATTENTION, SOCIAL COMMUNICATION, AND AFFECTIVE STATES OF CHILDREN WITH ASD. METHODS: 24 SCHOOL-AGED CHILDREN WITH ASD RECEIVED EIGHT WEEKS OF YOGA (E.G., BREATHING, POSES, RELAXATION) OR TABLETOP PLAY/ACADEMIC INTERVENTION (E.G., READING, ARTS-CRAFTS, BUILDING ACTIVITIES). CHILDREN WERE TESTED BEFORE AND AFTER THE INTERVENTION USING A STANDARDIZED MEASURE OF RESPONSIVE JOINT ATTENTION. ADDITIONALLY, CHANGES IN SOCIALLY DIRECTED VERBAL COMMUNICATION AND AFFECTIVE STATES OF CHILDREN WERE ASSESSED THREE TIMES DURING THE INTERVENTION PERIOD, I.E. DURING EARLY, MID, AND LATE INTERVENTION SESSIONS. RESULTS: CHILDREN WITH ASD SHOWED IMPROVEMENTS IN RESPONSIVE JOINT ATTENTION IN BOTH GROUPS IN THE POSTTEST VS. THE PRETEST. FURTHERMORE, CHILDREN IN THE YOGA GROUP SHOWED IMPROVEMENTS IN SOCIALLY DIRECTED VERBAL COMMUNICATION SKILLS ACROSS THE INTERVENTION SESSIONS, I.E. GREATER SPONTANEOUS AND RESPONSIVE COMMUNICATION FROM EARLY/MID TO LATE INTERVENTION SESSIONS COMPARED TO THE ACADEMIC GROUP. THERE WERE NO CHANGES IN AFFECTIVE STATES WITH THE INTERVENTION, HOWEVER, THE YOGA GROUP SHOWED GREATER INTERESTED AND LESS NEGATIVE AFFECT COMPARED TO THE ACADEMIC GROUP. CONCLUSIONS: CREATIVE YOGA INTERVENTION IS A PROMISING TOOL THAT LED TO IMPROVEMENTS IN INTERVENTION-RELATED SOCIAL COMMUNICATION SKILLS AND GENERALIZED JOINT ATTENTION SKILLS OF CHILDREN WITH ASD. 2021 17 249 26 A YOGA INTERVENTION FOR YOUNG CHILDREN: SELF-REGULATION AND EMOTION REGULATION. YOGA-BASED INTERVENTIONS HAVE BEEN IMPLEMENTED IN SCHOOLS AND DEMONSTRATED PROMISING RESULTS ON STUDENTS' SELF-REGULATION OUTCOMES. NEVERTHELESS, THERE IS LIMITED LITERATURE ON THE EFFECTS THAT YOGA MAY HAVE FOR CHILDREN IN THE EARLY PRIMARY GRADES, DESPITE THE EVIDENCE DEMONSTRATING THAT THIS IS AN OPPORTUNE PERIOD IN DEVELOPMENT FOR EARLY SELF-REGULATION. FEW STUDIES HAVE FOCUSED ON YOUNG CHILDREN LIVING IN THE CONTEXT OF ECONOMIC DIFFICULTY, WHICH CAN HINDER CHILDREN'S DEVELOPMENT OF SELF-REGULATORY SKILLS AND EDUCATIONAL TRAJECTORIES. THE EFFECTS OF AN EIGHT-WEEK YOGA INTERVENTION ON ECONOMICALLY DISADVANTAGED PRE-KINDERGARTEN AND KINDERGARTEN CHILDREN'S SELF-REGULATION AND EMOTION REGULATION WERE EXAMINED VIA A PAIRED WITHIN-SUBJECTS COMPARISON STUDY. NINE CLASSROOMS WERE ASSIGNED TO THE YOGA INTERVENTION (TREATMENT FIRST, TXFIRST; N = 90) OR A WAIT-LIST CONTROL GROUP (TREATMENT SECOND, TXSECOND; N = 64). ALL CHILDREN WERE ASSESSED AT PRE-INTERVENTION (TIME 1), POST-INTERVENTION ASSESSMENT FOR TXFIRST (TIME 2), AND POST-INTERVENTION ASSESSMENT FOR TXSECOND (TIME 3). CHILDREN DEMONSTRATED SIGNIFICANT PREDICTED GAINS ON A BEHAVIORAL TASK OF SELF-REGULATION AND DECLINES IN TEACHER-RATED SUBMISSIVE VENTING AND TOTAL BEHAVIOR PROBLEMS. IMPLICATIONS FOR FUTURE RESEARCH ARE DISCUSSED, WITH A FOCUS ON INCLUDING FOLLOW-UP ASSESSMENTS AND MULTIPLE DIMENSIONS OF FIDELITY OF IMPLEMENTATION. 2021 18 1986 25 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 19 862 29 EFFECT OF YOGA PRACTICES ON GENERAL MENTAL ABILITY IN URBAN RESIDENTIAL SCHOOL CHILDREN. INTRODUCTION MENTAL ABILITY OF CHILDREN REPRESENTS FUNCTIONING OF BRAIN IN DIFFERENT ASPECTS OF COMPETENCY INCLUDING VERBAL, MATHEMATICAL, LOGICAL REASONING AND SPATIAL, WHICH IS OF PRIME IMPORTANCE FOR ACADEMIC PERFORMANCE. OBJECTIVE THE OBJECTIVE OF THIS STUDY WAS TO ASSESS THE EFFECT OF YOGA ON GENERAL MENTAL ABILITY OF URBAN RESIDENTIAL SCHOOL CHILDREN. METHODS SIXTY-SIX URBAN SCHOOL CHILDREN AGED 11-15YEARS WERE SELECTED AS PARTICIPANTS. ALL THE SELECTED PARTICIPANTS WERE STAYING IN A RESIDENTIAL SCHOOL IN PUNE DISTRICT. A STRATIFIED RANDOM SAMPLING METHOD WAS USED TO DIVIDE THE STUDENTS INTO EXPERIMENTAL AND CONTROL GROUPS. THERE WERE 32 STUDENTS IN EXPERIMENTAL GROUP AND 29 STUDENTS IN CONTROL GROUP. BOTH EXPERIMENTAL AND CONTROL GROUPS WERE ASSESSED FOR GENERAL MENTAL ABILITY BY USING STANDARD QUESTIONNAIRE AT THE BASELINE AND AT THE END OF 12WEEKS OF YOGA TRAINING. THE STUDY PARTICIPANTS OF EXPERIMENTAL GROUP UNDERWENT YOGA TRAINING FOR 12WEEKS, FOR 1 H IN THE MORNING FOR A PERIOD OF 12WEEKS. THE CONTROL GROUP DID NOT UNDERGO ANY YOGA TRAINING DURING THIS TIME PERIOD. RESULTS THE EXPERIMENTAL GROUP PARTICIPANTS SHOWED SIGNIFICANT IMPROVEMENT IN GENERAL MENTAL ABILITY AS COMPARED TO CONTROL GROUP. CONCLUSION THE FINDINGS OF THIS STUDY INDICATE THAT YOGA PRACTICES COULD IMPROVE GENERAL MENTAL ABILITY OF URBAN RESIDENTIAL SCHOOL CHILDREN. 2020 20 1653 26 MUSCLE POWER, DEXTERITY SKILL AND VISUAL PERCEPTION IN COMMUNITY HOME GIRLS TRAINED IN YOGA OR SPORTS AND IN REGULAR SCHOOL GIRLS. THE PRESENT STUDY WAS CONDUCTED TO COMPARE CRITICAL FLICKER FUSION FREQUENCY (CFF), DEGREE OF OPTICAL ILLUSION ("DI"), DEXTERITY SCORES, AND GRIP STRENGTH IN THREE GROUPS OF SUBJECTS, VIZ COMMUNITY HOME GIRLS WHO HAD LEARNED YOGA FOR 6 MONTHS (CHY), AGE-MATCHED COMMUNITY HOME GIRLS WHO HAD PHYSICAL ACTIVITY TRAINING FOR 6 MONTHS (CHP), AND GIRLS WHO WERE ATTENDING A REGULAR SCHOOL (SCH). THERE WERE EQUAL NUMBERS IN EACH GROUP FOR EACH OF THE 4 ASSESSMENT (RANGE 11 TO 30 SUBJECTS) AND AGE RANGE WAS 12 TO 16 YEARS OF AGE. THE CHP GROUP HAD SIGNIFICANTLY LOWER CFF AND "DI" WAS SIGNIFICANTLY HIGHER (ONE FACTOR ANOVA, T TEST FOR UNPAIRED DATA) IN THE CHP GROUP, BOTH COMPARED TO CHY AND SCH GROUPS. RIGHT HAND GRIP STRENGTH WAS ALSO SIGNIFICANTLY LESS IN THE CHP GROUP COMPARED TO SCH. THE RESULTS WERE EXPLAINED BY PREVIOUS REPORTS OF HIGH LEVELS OF ANXIETY AND AGGRESSION IN COMMUNITY-HOME GROUPS, WHICH IS KNOWN TO INFLUENCE THE FOUR PARAMETERS DESCRIBED HERE. THE BETTER PERFORMANCE OF THE CHY GROUP COMPARED TO CHP, SUGGESTED THAT YOGA PRACTICE HAS A BENEFICIAL EFFECT IN THESE SUBJECTS. 1997