The Effectiveness of a Manualized Yoga Intervention on Classroom Behaviors in Elementary School Children with Disabilities: A Pilot Study

Abstract

The purpose of this study is to examine the effectiveness of the Get Ready to Learn (GRTL) program in improving classroom behaviors of elementary students with disabilities. A pretest-posttest research design was used for a cohort of 51 elementary students with disabilities. The GRTL program was carried out daily, for 20 minutes, in self-contained classrooms. The primary outcome measure was the GRTL© Supplemental Data Sheet, a Likert scale that measured improvements in independence, attention, transition, and self-regulation. Results indicate that the GRTL program significantly improved four key classroom behaviors when the program was implemented for 16 to 19 weeks.