Yoga as an Intervention for Children With Attention Problems

Abstract

A multiple baseline design across three grade level groups with a comparison group was employed to investigate the effectiveness of yoga for improving time on task with 10 elementary school children who evidenced attention problems. A yoga videotape, published by Gaiam, was used that required the children to follow an adult instructor and three children who engaged in deep breathing, physical postures, and relaxation exercises for 30 minutes, twice a week, for a period of 3 weeks. Time on task was defined as the percentage of intervals observed that the students were orientating toward the teacher or task, and performing the requested classroom assignments. The results indicated effect sizes that ranged from 1.5 to 2.7 as a function of the intervention. Effect sizes at follow-up decreased, but ranged from.77 to 1.95. Peer comparison data indicated that classmates' time on task remained essentially unchanged throughout the three phases of the study.

Additional information

Notes on contributors

Heather L. Peck

Heather L. Peck received her PhD in school psychology from the University of Connecticut in 2001 and is a practicing school psychologist. Her primary research interest involves the use of yoga and relaxation and guided imagery to promote students' attention to task and physical health.

Thomas J. Kehle

Thomas J. Kehle received his PhD in school psychology from the University of Kentucky in 1972 and is a professor and director of school psychology at the University of Connecticut. His primary research interests involve interventions to promote students' academic and social functioning.

Melissa A. Bray

Melissa A. Bray received her PhD in school psychology from the University of Connecticut in 1997 and is an associate professor at the University of Connecticut. Her primary research interests involve interventions to address communication disorders, disruptive classroom behavior, and health-related issues.

Lea A. Theodore

Lea A. Theodore received her PhD in school psychology from the University of Connecticut in 2002 and is an assistant professor at Queens College. Her primary research interests involve the use of group contingencies to reduce classroom disruptive behavior, and intervention to enhance physical health.