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Quick Show & Tell Get Ready to Learn Yoga Therapy Program at School
Transcript of Quick Show & Tell Get Ready to Learn Yoga Therapy Program at School
Research is very positive & ongoing
American Occupational Therapy Association (2005). Complementary and alternative medicine (CAM) position paper. American Journal of Occupational Therapy, 59, 653-655.
Ehleringer, J. (2010). Yoga for children on the autism spectrum. International Journal of Yoga Therapy, 20, 131-139.
Koenig, K., Buckly-Reen, A., and Garg, S. (2012). Efficacy of the Get Ready to Learn yoga program among children with autism spectrum disorders: A pretest-posttest control group design. American Journal of Occupational Therapy, 66, 538-546.
National Center for Complementary and Alternative Medicine. (2011). Yoga for health: An introduction. Retrieved August 25, 2014 from http://nccam.nih.gov/health/yoga/introduction.htm.
It is a daily uninterrupted classroom routine.
Students participate with maximal independence
Everyone in the room participates
The activities are paced for level of student function.
The routine provides a supportive sense of stability (motor & emotional).
The routine reduces stress and increases organization.
The routine is designed to transition participants into academic tasks with a calmer, more centered state of mind.
GRTL has eliminated Sanskrit and references to Spirituality. The focus is education preparedness.
Get Ready to Learn~
Yoga Therapy in the Classroom
Circle of Song
Get Ready To Learn:
uses a 5 part practice
15-17 minute yoga routine
Positive behavioral support
Get Ready To Learn:
The ability of students to engage in the learning process requires them to be alert, calm and centered.
Many of our students, particularly those with ASD, struggle with this important skill (self-regulation).
GRTL is designed to impact
We need more evidence based approaches that are team driven and friendly.
There is a nation wide increase in the use of yoga in the classroom to improve attention, behavior, impulse control, coordination, and socialization (Ehleriger, 2010).
A research literature review led us to:
by Anne Buckley-Reen
Yoga at School
What are we celebrating?
Improvement in transition behaviors
Improvement in communication skills
Improvement in self regulation skills
Reduction in maladaptive behaviors
Average classroom results show:
Data shows student growth!!
Common sensory perspective
Quieter and calmer rooms
Enhanced team communication
Increased student independence
We had both
The new DSM - 5 criteria for an Autism Spectrum Disorder includes
hyper-or hypo reactivity to sensory input/unusual responses to sensory aspects of the environment among its criteria.
We need evidence based strategies to address these commonly occurring sensory issues
in the classroom.
What are we measuring?
All 5 classrooms are showing significant growth