Emotional Behavioral Disorders
Conditions
Keywords
yoga, emotional behavioral disorder, intervention, school, meditation, focus: yoga intervention in students with emotional behavioral disorders in an urban school
Brief summary
Yoga is becoming a part of therapies for children with emotional behavioral disorders. The goal is to examine the feasibility and efficacy of yoga sessions for children with emotional behavioral disorders at an urban elementary school.
Detailed description
Participants: children in 4th and 5th grade at an urban elementary school, identified by the special education director and the teaching staff, as having emotional behavioral disorders including anxiety, depression, aggression, conduct disorder, hyperactivity and attention difficulties. These grades have a combined student population of 160 students. Enrolled over two years. Inclusion/Exclusion criteria: Eligible if identified by the teaching staff or special education director as having an emotional behavioral disorder. Exclusion criteria: inability to comprehend English sufficiently to complete written assessments and follow the yoga intervention. Pre- and post-intervention assessments (teachers) 1. Behavior Assessment Scale for Children (BASC). 2. The Swanson, Kotkin, Agler, M-Flynn & Pelham Rating Scale (SKAMP)
Interventions
BEHAVIORALyoga intervention
yoga session 2 x week over 3-1/2 months
Sponsors
Tufts Medical Center
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Eligibility
Sex/Gender
ALL
Age
7 Years to 12 Years
Healthy volunteers
No
Inclusion criteria
* identified by the teaching staff or special education director as having an emotional -behavioral disorder
Exclusion criteria
* inability to comprehendread in English sufficiently to complete written assessments and follow the yoga interventionintervention protocols
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Behavior Assessment Scale for Children (BASC). | 1 year. The classroom teachers filled out the BASC pre- and post-intervention on each participant. This took place June 2009, after the yoga intervention took place. Has been completed | The BASC was chosen to track the effect of the yoga intervention on classroom behavior. The BASC is a tool tht is frequently used within the school setting to track classroom behavior and overall wellbeing of students. The BASC has been shown to have adequate reliability and validity based on concurrence with similar scales (Reynolds & Kamphaus, 1992). Subscales include anxiety, aggression, attention problems, hyperactivity, conduct problems, depression, withdrawal and social skills. |
| The Swanson, Kotkin, Agler, M-Flynn & Pelham Rating Scale (SKAMP) | One year. The teachers filled out the SKAMP pre- and post-intervetnion to assess participants focus in class. This took place June 2009, after the yoga interveniton. Has been completed. | The SKAMP was used for teachers to assess classroom attention. The SKAMP is a validated teacher observation assessment rating scale composed of 10 items, designed to describe classroom behavior and attention (Gansle et al., 2004; Sharon, Wigal, & Wigal, 2006).The SKAMP is used to monitor interventions and has been shown to be sensitive to change (McBurnett, Swanson, Pfiffner, & Tam, 1997). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| The Swanson, Kotkin, Agler, M-Flynn & Pelham Rating Scale (SKAMP) | The classroom teachers filled out the SKAMP pre- and post-intervention | The SKAMP was filled out by classroom teachers to assess students' ability to pay attention in class. It is a validated teacher observation assessment rating scale composed of 10 items, designed to describe classroom behavior and attention (Gansle et al., 2004; Sharon, Wigal, & Wigal, 2006).The SKAMP is used to monitor interventions and has been shown to be sensitive to change (McBurnett, Swanson, Pfiffner, & Tam, 1997). |
Countries
United States
Outcome results
None listed