Yoga in an Urban School for Children With Emotional Behavioral Disorders
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 41
- 试验地点
- 2
- 主要终点
- Behavior Assessment Scale for Children (BASC).
研究概览
简要总结
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.
详细描述
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)
- Behavior Assessment Scale for Children (BASC).
- The Swanson, Kotkin, Agler, M-Flynn & Pelham Rating Scale (SKAMP)
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
入排标准
- 年龄范围
- 7 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •identified by the teaching staff or special education director as having an emotional -behavioral disorder
排除标准
- •inability to comprehendread in English sufficiently to complete written assessments and follow the yoga interventionintervention protocols
结局指标
主要结局
Behavior Assessment Scale for Children (BASC).
时间窗: 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)
时间窗: 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).
次要结局
- The Swanson, Kotkin, Agler, M-Flynn & Pelham Rating Scale (SKAMP)(The classroom teachers filled out the SKAMP pre- and post-intervention)