The Effectiveness of a Manualized Yoga Intervention on Classroom Behaviors in Elementary School Children with Disabilities: A Pilot Study

Satvika Garg, Anne Buckley-Reen, Lydia Alexander, Radhika Chintakrindi, Lorraine Venice c Ocampo Tan, Kristie Koenig

Research output: Contribution to journalArticle

Abstract

The purpose of this study is to examine the effectiveness of the Get Ready to Learn (GRTL) program in improving classroom behaviors of elementary students with disabilities. A pretest-posttest research design was used for a cohort of 51 elementary students with disabilities. The GRTL program was carried out daily, for 20 minutes, in self-contained classrooms. The primary outcome measure was the GRTL

Original languageEnglish (US)
Pages (from-to)158-164
Number of pages7
JournalJournal of Occupational Therapy, Schools, and Early Intervention
Volume6
Issue number2
DOIs
StatePublished - 2013

Fingerprint

Yoga
Disabled Children
schoolchild
elementary school
disability
Students
classroom
research planning
Research Design
student
Outcome Assessment (Health Care)

Keywords

  • occupational therapy
  • special education
  • Yoga
  • manualized yoga
  • yoga intervention
  • children with disabilities
  • pediatrics

ASJC Scopus subject areas

  • Social Psychology
  • Occupational Therapy
  • Education

Cite this

The Effectiveness of a Manualized Yoga Intervention on Classroom Behaviors in Elementary School Children with Disabilities : A Pilot Study. / Garg, Satvika; Buckley-Reen, Anne; Alexander, Lydia; Chintakrindi, Radhika; Ocampo Tan, Lorraine Venice c; Koenig, Kristie.

In: Journal of Occupational Therapy, Schools, and Early Intervention, Vol. 6, No. 2, 2013, p. 158-164.

Research output: Contribution to journalArticle

Garg, Satvika ; Buckley-Reen, Anne ; Alexander, Lydia ; Chintakrindi, Radhika ; Ocampo Tan, Lorraine Venice c ; Koenig, Kristie. / The Effectiveness of a Manualized Yoga Intervention on Classroom Behaviors in Elementary School Children with Disabilities : A Pilot Study. In: Journal of Occupational Therapy, Schools, and Early Intervention. 2013 ; Vol. 6, No. 2. pp. 158-164.
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