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.

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