Date Approved

4-29-2019

Embargo Period

4-30-2019

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Kuder, Sydney Jay

Committee Member 1

Accardo, Amy

Committee Member 2

Shuff, Midge

Subject(s)

Yoga--Therapeutic use; Children with disabilities

Disciplines

Special Education and Teaching

Abstract

This study explores the effectiveness of the Social and Emotional Learning (SEL) intervention of yoga and mindfulness in a third through fifth grade self-contained classroom. Specifically, the study analyzed the effects of yoga and mindfulness on (a) self-efficacy and (b) self-regulation. Ten students participated in the study, five males and five females. This research used an experimental/control group design. Prior to the six-week intervention period both the control group and experimental group completed a questionnaire rating their self-efficacy in the areas of academics, social and behavior. Post intervention the students completed the self-efficacy questionnaire again. During the six-week intervention period the teacher used a self-regulation rating scale to rate the student's self-regulation during independent centers twice a week. The results from the pre and post intervention of the self-efficacy questionnaire and the average score of self-regulation for each week between the two groups were then compared. Results demonstrated that the students in the experimental group had a greater sense of self-efficacy post intervention and a higher average self-regulation score each week after week 1 of the intervention. Further research is needed to examine long-term benefits of yoga and mindfulness practices for students with disabilities.

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