[article] 
inAmerican Journal of Occupational Therapy > Vol. 66/5 (septembre-octobre 2012) . - p. 538-546

Titre :	Efficacy of the Get Ready to Learn Yoga Program Among Children With Autism Spectrum Disorders : A Pretest–Posttest Control Group Design
Type de document :	texte imprimé
Auteurs :	Kristie KOENIG ; Anne BUCKLEY-REEN ; Satvika GARG
Année de publication :	2012
Article en page(s) :	p. 538-546
Langues :	Anglais (eng)
Mots-clés :	Autisme  Yoga  Enfant
Résumé :	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.
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[article] Efficacy of the Get Ready to Learn Yoga Program Among Children With Autism Spectrum Disorders : A Pretest–Posttest Control Group Design [texte imprimé] / Kristie KOENIG ; Anne BUCKLEY-REEN ; Satvika GARG . - 2012 . - p. 538-546.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 66/5 (septembre-octobre 2012) . - p. 538-546

Mots-clés :	Autisme  Yoga  Enfant
Résumé :	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.
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