Yoga Research: Yoga & Children with Special Needs
Boeshansz, M. (2009). The effects of curriculum based yoga on children with attention deficit hyperactivity disorder. Unpublished Masters Research Project. The Faculty College of Education, Ohio University.
http://www.cehs.ohio.edu/resources/documents/boeshansz.pdf
Nine sixth grade students 11 to 12 years of age with ADHD received yoga instruction for ten weeks before language arts, math instruction, and an examination. Sessions lasted between ten to twenty minutes. The project reviews the literature on previous yoga-based interventions and the effects of the study on each participant are discussed. Implemented classroom exercises included breathing techniques, postures, and relaxation. Survey data was collected by parents and teachers. Results showed a decrease in hyperactivity, inattentiveness, anxiety, and depression. Yoga sessions also helped participants improve focus and concentration in the classroom.
Ceallaigh, M. (2010). The Effect of daily yoga on students in a self-contained classroom for children with emotional disabilities: A literature review. Research to Practice K-12 Scholarship, 1(1), 5-19.
http://www.virginiacec.org/VA%20CEC%202010/VACEC%20Journal/Journal1_1.pdf#page=5
Classroom experience of a teacher from Prince William County Public Schools is described with various yoga practices the children perform. By the end of the year, the teacher noticed that students were more well-behaved and eager to learn. Brain research and emotional disabilities are discussed, in addition to the overall philosophy of yoga. Strategies for working with children with emotional disabilities are provided with examples from literature.
Cooper, C. (2010). A calming influence: a yoga centre helping children with special needs has been achieving some impressively positive results. Nursing Standard, 24(50), 24-25. Retrieved from Academic OneFile via Gale.
The founder of The Special Yoga Centre in London, Jo Manuel, offers yoga therapy sessions for children with a range of physical and mental disabilities. In addition to the movement aspects of yoga, yogic breathing is incorporated into a child’s therapy to reduce stress, improve the immune system, digestive health, and also to coordinate the inhalation and exhalation process which can be difficult for many children with cerebral palsy and other physical disabilities. Two parents provide examples on how the well-being of their children has improved since starting yoga.
Ehleringer, J. (2010). Yoga for children on the autism spectrum. International Journal of Yoga Therapy, 20, 131-139.
http://yogaforallpdx.com/uploads/IJYT-2010__Ehleringer-Final_.pdf
This article is beneficial for teachers, counselors, yoga therapists or parents who are interested in learning more on how to provide yoga instruction for autistic children. Ehleringer, a certified education teacher and registered yoga instructor, suggests how to connect with the child’s support group, structure the environment for the yoga practice, set clear expectations for an activity, address sensory needs, obtain background information, organize a yoga session, and to use language the children will understand. There are also appendixes with sample session outlines and yoga exercises. Sessions may be difficult at first, but patience and support will yield positive results.
Harrison L., Manocha R., Rubia K. (2004). Sahaja yoga meditation as a family treatment programme for children with attention deficit-hyperactivity disorder. Clinical Child Psychology and Psychiatry, 9(4), 479–497.
http://www.freemeditation.com/wp-content/uploads/2009/08/adhd.pdf
Children and parents participated in a study consisting of two weekly clinic sessions and regular meditation at home. The study lasted 6 weeks and data was collected from parents regarding their child’s self-esteem, ADHD symptoms, and their relationship with each other. Questionnaires were distributed to parents and interviews with the children took place. Results indicated less stress among parents allowing them to better handle their children’s symptoms. Results also showed better sleep patterns and less anxiety for children at home. It is indicated that Sahaja Yoga Meditation is a beneficial family-oriented treatment for childhood ADHD that can be utilized as an additional management treatment alongside conventional medicine.
Jensen P., Kenny D. (2004). The effects of yoga on the attention and behavior of boys with attention-deficit/hyperactivity disorder (ADHD). Journal of Attention Disorders, 7(4), 205–216.
http://www.lusterlearning.org/images/Effects%20of%20Yoga%20on%20the%20Attention%20and%20Behavior%20of%20Boys%20with%20ADHD.pdf
Participants in the study were boys ranging in age from 8 to 13. One-hour instructional yoga group sessions took place once a week for twenty weeks. A control group had similar sessions, but engaged in cooperative games and activities of talking and listening. Standard yogic practices utilized included respiratory, postural, relaxation, and concentration training. Results showed that there was a reduction in restlessness, impulsivity and inattentiveness in the boys that practiced yoga. The study suggests that yoga can be a complementary treatment for boys with ADHD who are already stabilized on medication.
Kenny, M. (2002). Integrated movement therapy: Yoga-based therapy as a viable and effective intervention for autism spectrum and related disorders. International Journal of Yoga Therapy, 12, 71-79.
http://samaryacenter.org/assets/ijyt2002.pdf
Integrated Movement Therapy has built in speech-language pathology, mental health counseling, and behavioral support into a yoga therapy program from the knowledge of professionals in those fields. The six principles of the program: structure and continuity, physical stimulation, social interaction, language interaction, self-calming, and direct self-esteem building corresponds to areas of concern with Autism. The experience of Yoga-based therapeutic intervention has increased body awareness and development of social interaction. Students from the program have shown increased balance, coordination, self-esteem, and social communication skills. Parents and teachers have also reported reduced sensory and tactile defensiveness.
Koterba, R. (2007). Superbrain yoga in children with autism and ADHD. Prana World, Winter, 14-22. http://www.gmckspranichealing.com.au/downloads/sby_children_with_autism_and_adhd.pdf
Four case studies illustrate the effects of Superbrain Yoga on children with autism, attention deficit/hyperactivity disorder, pervasive developmental disorder, dyslexia, emotional disturbance, and traumatic brain injury. Each of the case studies contains a brief description of the child’s condition and how yoga affected them. Overall, children are calmer and more focused after receiving sessions of Superbrain Yoga. Social behavior, speech, visual perception, and communication improved for many of the children.
Nagarathna, R., Nagendra, H., Seethalakshmi , R., Uma, K. & Vaidehi , S. (1989). The integrated approach of yoga: a therapeutic tool for mentally retarded children: a one-year controlled study. Journal of Mental Deficiency Research, 33(5), 415-421.
http://www.vivekanandayoga.com/research_papers/19890101_iayttmrc.pdf
Out of a group of ninety children diagnosed with mental retardation, forty-five received yogic training for one academic year, one hour a day, five days a week in Bangalore, India for the study. A control group of similarly diagnosed children was also utilized. The children were between 6 to 15 years of age. Yogic practices consisted of breathing, loosening, posture and meditation exercises. Results showed improvement in social adaptation, intellectual performance, coordination and concentration.
Nagarathna, R., Nagendra, H. & Radhakrishna, S. (2010). Integrated approach to yoga therapy and autism spectrum disorders. Journal of Ayurveda and Integrative Medicine, 1(2), 120-124.
http://www.jaim.in/text.asp?2010/1/2/120/65089
Six autistic children, ages 8 to 14, in Bangalore, India were selected for a study that utilized an Integrated Approach to Yoga Therapy module. The yoga sessions consisted of warm-up practices, loosening practices, strengthening postures, calming postures, yogic breathing and chanting. Feeling safe was essential for the study and children each had their own mat to help identify personal space. Results showed that physical yoga exercise, combined with language stimulation, increased recall ability, imitation skills, verbal skills, expression and self-identity.
Nagendra, HR. & Pradhan, B. Immediate effect of two yoga-based relaxation techniques on attention in children. (2010). International Journal of Yoga. 3(2), 67-69. Retrieved from National Library of Medicine database.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2997234/
208 students between the ages of 13 and 16 were selected for a study that tested cyclic meditation and supine rest yoga-based relaxation techniques. Participants were then administered cancellation tests before and after the sessions. These tests required concentration and careful visual scanning, which yoga-based relaxation showed to improve by increasing sustained attention. Both techniques showed improvement in autonomic functions and attention measures.
Radhakrishna , S. (2010). Application of integrated yoga therapy to increase imitation skills in children with autism spectrum disorder. International Journal of Yoga, 3(1), 26-30. Retrieved from National Library of Medicine database.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2952122/
For ten months yoga therapy was practiced by children, 8 to 14 years old, five times a week for forty-five minutes. Each child had their own mat, was accompanied by their mother and the yoga sessions were held in an open space. Warm-up, strengthening, release of tension, calming, and breathing exercises took place. During the warm-up if the child did not physically imitate at first, the parent would guide the child and the child slowly learned to imitate the movements. Over the course of the study, the children showed increased eye contact, vocalization, and sitting tolerance. Results indicated that yoga therapy effectively increases imitative skills for autistic children.
Rajesh, B. Srinivas R. & Telles S. (1998) Autonomic and respiratory measures in children with impaired vision following yoga and physical activity programs. International Journal of Rehabilitation & Health, 4(2), 117–122.
http://www.vivekanandayoga.com/research_papers/19980101_armcivfypap.pdf
Twenty-eight children, aged 11 to 17, from the Raman Maharshi Academy for the Blind in Bangalore, India, were assessed for the three week study. There was also a control group of twenty-eight children with normal vision. The visually impaired children received yoga training through detailed verbal instructions and the instructor helping to correct positions. Normal vision children observed yoga instruction. The practice sessions had 50 minutes of posture and breathing exercises, followed by 10 minutes of guided relaxation. A separate physical activity group did not learn yoga. Results showed that the children with impaired vision tended to have higher breath rates, blood pressure, and heart rates. After the yoga sessions, the breath rate showed a significant reduction and was more regular.
Ruiz, F. (2003). Yoga for the special child. Yoga Journal, 28(172), 79-81.
Ruiz chronicles Sumar’s experience with yoga in Brazil and how she worked on her daughter therapeutically with yoga, fostering her child’s growth through gentle poses and breathing exercises. Other parents, seeing her daughter’s progress, asked Sumar to teach their children. Her methods incorporate love and a blend of spirituality and education. Sumar offers advice to yoga teachers not to get frustrated and to temper relationships with trust, but non-attachment.
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Research articles on yoga and children by category:
Reducing Stress for Children through Yoga
Yoga & Children with Special Needs
Yoga & Pediatric Health
Yoga Programs for Children & Misc.
Yoga Wellness & Relaxation for Children
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