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
First Advisor
Kuder, Sydney Jay
Second Advisor
Accardo, Amy
Third Advisor
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.
Recommended Citation
Wehner, Deborahlee M., "Yoga and mindfulness in the self-contained classroom" (2019). Theses and Dissertations. 2652.
https://rdw.rowan.edu/etd/2652