Efficacy of the get ready to learn yoga program among children with autism spectrum disorders: A pretest-posttest control group design

Kristie Koenig, Anne Buckley-Reen, Satvika Garg

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)538-546
Number of pages9
JournalAmerican Journal of Occupational Therapy
Volume66
Issue number5
DOIs
StatePublished - Sep 2012

Fingerprint

Yoga
Control Groups
Child Behavior
Checklist
Analysis of Variance
Students
Autism Spectrum Disorder

Keywords

  • ASD
  • Child behavior
  • Special Education
  • Program evaluation
  • Pediatrics
  • Yoga
  • Autism Spectrum Disorder
  • autism
  • occupational therapy
  • school-based therapy

ASJC Scopus subject areas

  • Occupational Therapy

Cite this

Efficacy of the get ready to learn yoga program among children with autism spectrum disorders : A pretest-posttest control group design. / Koenig, Kristie; Buckley-Reen, Anne; Garg, Satvika.

In: American Journal of Occupational Therapy, Vol. 66, No. 5, 09.2012, p. 538-546.

Research output: Contribution to journalArticle

@article{60552ab049874afc9c5defc2abfc9be9,
title = "Efficacy of the get ready to learn yoga program among children with autism spectrum disorders: A pretest-posttest control group design",
abstract = "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.",
keywords = "ASD, Child behavior, Special Education, Program evaluation, Pediatrics, Yoga, Autism Spectrum Disorder, autism, occupational therapy, school-based therapy",
author = "Kristie Koenig and Anne Buckley-Reen and Satvika Garg",
year = "2012",
month = "9",
doi = "10.5014/ajot.2012.004390",
language = "English (US)",
volume = "66",
pages = "538--546",
journal = "American Journal of Occupational Therapy",
issn = "0272-9490",
publisher = "American Occupational Therapy Association, Inc",
number = "5",

}

TY - JOUR

T1 - Efficacy of the get ready to learn yoga program among children with autism spectrum disorders

T2 - A pretest-posttest control group design

AU - Koenig, Kristie

AU - Buckley-Reen, Anne

AU - Garg, Satvika

PY - 2012/9

Y1 - 2012/9

N2 - 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.

AB - 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.

KW - ASD

KW - Child behavior

KW - Special Education

KW - Program evaluation

KW - Pediatrics

KW - Yoga

KW - Autism Spectrum Disorder

KW - autism

KW - occupational therapy

KW - school-based therapy

UR - http://www.scopus.com/inward/record.url?scp=84866233962&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84866233962&partnerID=8YFLogxK

U2 - 10.5014/ajot.2012.004390

DO - 10.5014/ajot.2012.004390

M3 - Article

C2 - 22917120

AN - SCOPUS:84866233962

VL - 66

SP - 538

EP - 546

JO - American Journal of Occupational Therapy

JF - American Journal of Occupational Therapy

SN - 0272-9490

IS - 5

ER -