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Running head: YOGA AND SELF-STIMULATORY BEHAVIOURS 1

The Effects of a Yoga Exercise Program on Self-Stimulatory Behaviours in a Child with Autism

Julee Bisiker and Lindsay Parrott

University of British Columbia

YOGA AND SELF-STIMULATORY BEHAVIOURS 2

The Effects of a Yoga Exercise Program on Self-Stimulatory Behaviours in a Child with Autism

One of the core diagnostic features of an autism spectrum disorder is restricted, repetitive

and stereotyped patterns of behaviours (American Psychiatric Association, 2000) known as self-

stimulatory behaviours (SSB). These are more specifically defined as, “responses that are

stereotyped and repetitive, persist for long periods of time, and appear autonomous from social

reinforcement” (Petrus et al., 2008, p. 135). Lovaas, Litrownik, and Mann (1970) described

children who engaged in SSB as focusing their attention solely on their own behaviour and not

on the environment around them. Examples may include flapping arms, rolling the eyes, using

objects to spin close to the eyes, body rocking and jumping up and down (Lovaas & Mann,

1971).

SSB has many effects on children with autism. First, SSB has been shown to interfere

with acquiring new skills and engaging in positive social behaviour (Kern, Koegel, Dyer, Blew

& Fenten, 1982). Lovaas et al., (1970) found that children with autism had higher response

latencies while they were engaging in SSB. This makes it difficult for children who engage in

high levels of SSB to learn new skills. Second, since SSB is often incompatible with more

appropriate behaviour, children who engage in high levels of SSB often have attentional deficits

(Lovaas et al., 1970). Mays, Beal-Alvarez, and Jolivette (2011) also noted the difficulty in

interrupting these behaviours to better gain a child’s attention. Finally, SSB may also limit a

child’s integration into their school and community due to the socially unacceptable nature of

these behaviours (Cunningham & Schreibman, 2008). For these reasons ongoing research in this

area is imperative to the improvements in social and academic functioning of individuals with

autism.


Past research surrounding interventions to decrease SSB focused on the use of

consequence strategies. For example, Luiselli, Pemberton, and Helfen (1978) and Harris and

Wolchik (1979) found that a brief positive practice overcorrection procedure decreased the

frequency of SSB significantly and over time. Koegel and Covert (1972) used aversive stimuli

to suppress SSB and found that in the moment this decreased SSB, however, as soon as the

consequence was removed SSB returned to baseline levels.

Current research on interventions to decrease SSB has focused on the use of antecedent

interventions, as these can be less aversive and generally more humane. The most predominant

research has shown that vigorous antecedent exercise decreases levels of SSB in individuals with

autism (Burns & Ault, 2009; Celiberti, Bobo, Kelly, Harris & Handleman, 1997; Kern et al.,

1982; Levinson & Reid, 1993; Watters & Watters, 1980). For example, Celiberti et al., found

jogging for 6 minutes before engaging in academic tasks to reduce levels of SSB in a classroom

setting. Similarly, Levinson and Reid (1993) revealed a reduction in SSB after jogging for 15

minutes. In addition, Rosenthal-Malek and Mitchell (1997) found a decrease in SSB and an

increase in academic work performance following 20 minutes of jogging while Powers,

Thibideau and Rose (1992) found a decrease in SSB and an increase in on-task behaviour

following a roller skating exercise.

The majority of recent research in this area, however, has focused on jogging as the main

type of vigorous exercise in reducing levels of SSB. Another type of exercise that has less

research devoted to its effects on SSB in children with autism is yoga. Yoga has many benefits

for those who engage in the practice. Goldberg (2004) found that after teaching yoga exercises

and deep breathing to six students with autism their teachers reported an increased ability to sit

still, increased alertness, and self monitoring. The parents of the participants also reported


observing their children using the yoga exercises and deep breathing before bedtime. Granath,

Ingvarsson, von Thiele, and Lundberg (2006) also found improvements in adult participant’s

heart rate, systolic and diastolic blood pressure, adrenaline, cortisol and reduced stress levels.

Radhakrishna, Nagarathna, and Nagendra (2010) have noted that yoga is a lifetime practice with

benefits that may become more pronounced over time

The purpose of the current investigation, then, is to explore yoga as a form of vigorous

exercise. Kenny (2002) and Ehleringer (2010) noted the innate aspects of practicing yoga that

may be well-suited to children with autism; for example, predictability, routine, structure, non-

competitive nature, and the lack of distractions in the physical area of practice. Goldberg (2004)

also explained how the goals of yoga are compatible with children with autism in that yoga has

the ability to calm the body, quiet the mind, promote self-control through deep breathing, and

increase strength, flexibility, and balance. Radhakrishna et al., (2010) have found many

improvements in children with autism after participating in a yoga program including increases

in eye contact, sitting tolerance, body awareness, and receptive skills to verbal instructions.

Radhakrishna et al. also found improvements in self-injurious behaviour and SSB. Their study,

however, was a longitudinal design in which data were collected before intervention, 1 year

after, and again at 2 years after intervention. Though this research is important in beginning the

exploration of yoga’s effects on children with autism, data are limited in that the intervention

was never withdrawn to assess the potential differential effects of the absence of yoga. We also

conclude that because the participants were also involved in home-based Applied Behaviour

Analysis (ABA) programs, it is difficult to determine whether improvements in measured

behaviours were due to the yoga intervention or to the children’s ABA program. The present

study seeks to more clearly explore these confounds by employing a reversal design (ABAB


design) with the yoga intervention and requiring that the participant not have other interventions

in place during the study. In utilizing this approach it is our hope to further refine the

investigation of yoga and its effects on SSB.

The present study will use the procedures above to address the research question: Is there

a functional relation between implementation of a yoga routine and a decreased level of self-

stimulatory behaviour in children with autism? If the participant’s SSB has meaningful

decreases then yoga may be a new intervention that can be implemented to decrease SSB in

children with autism. Future research will need to be completed to replicate our design. With

the many benefits yoga has to offer neuro-typical children, such as reduced stress and increased

relaxation (Stueck & Gloeckner, 2005), future research will be needed to determine if yoga has

any other significant positive effects for children with autism (i.e., relaxation, less aggression,

less self harm, etc.).

Methods

Participants

A child with autism and his or her mother or father will be recruited for this study. The

child will have a diagnosis of Autism Spectrum Disorder based on written reports from a

qualified professional who used the diagnostic criteria in the Diagnostic and Statistical Manual

of Mental Disorders, Fourth Edition. The child participant must engage in high rates of physical

and visual SSB (more than 10 combined occurrences per hour). The SSB levels should be

described by the child’s parent(s) as interfering with attention and learning during daily activities

with family members. This information will be obtained through a questionnaire sent out to

potential participants prior to beginning the study. The participant must have gross motor

imitation skills in their repertoire and possess the ability to balance on one foot for at least 10


seconds. The participant must have no other interventions in place for physical and visual SSB.

Either the child’s mother or father will also participate. The mother or father will be taught to

perform each of the required yoga skills that will be conducted in the yoga routine in order to

facilitate and support their child throughout the yoga intervention. The participants will be

recruited through Families for Early Intervention Treatment - British Columbia (FEAT – BC)

through an announcement in the classified section.

Settings

The study will have two settings. The first setting will be the location in the home for the

yoga intervention. Goldberg (2004) notes the importance of the atmosphere of the space during

yoga practice. A room of the child’s home will be specifically designated for the participant to

perform the yoga routine in. The room will need to be free of distractions, including visual and

auditory disturbances, no preferred toys/activities, and the paint must be a solid neutral colour.

The room should have a mat on which the child participant can engage in their yoga routine.

The mat will create boundaries for personal space when practicing yoga (Goldberg, 2004).

The second setting will be the regular daily routine of the child with autism who has just

performed the yoga intervention. The participant’s regular daily activities will occur in the

child’s home. The child will engage in the activities that would naturally follow the yoga

intervention in their daily schedule. For example, following yoga, the child participant may

engage in structured independent play in their playroom for 15 minutes in which they complete

the activities set out for them (e.g., a box of puzzles, colouring, drawing, legos, etc.). After their

independent play time is complete, the child participant may have a snack at the kitchen table.

And last, they may complete their homework from school at the kitchen table with the assistance

from their mother or father as needed.


Measurement

Dependent Variable. The dependent variable to be examined is SSB in children with

autism. For the purpose of this study we will track physical and visual SSB’s separately. As in

Celiberti et al. (1997), we will consider physical SSB as being any occurrence of “nonfunctional

movement of the arms, fingers, or hands” (p.143) and visual SSB as “any instance of squinting

or peripheral staring” (p.144) which occurs for a minimum of 2 consecutive seconds within a 10

second interval. Physical examples include: hand flapping, clicking fingers rapidly, and placing

arms in the air and waving them in waving motions. Visual examples include: bringing toys up

close to the eyes and staring closely at them and rolling eyes up to the corners of the eyelid.

Measurement Procedures. The primary method of measurement will be videotaped

observations from which trained observers will collect data at a later time. Videotaped data will

be scored in a lab by viewing the video on a computer monitor within Microsoft Media Player.

During the yoga intervention a video camera will be set up in a back corner of the room to ensure

the intervention is being run correctly.

After intervention the participant will engage in their regular daily activities as described

in the Settings section. We will measure SSB for 1 hour after the yoga intervention has been

completed to increase the data collection time from that of previous research where frequency

data were collected post intervention for 30 minutes (Burns et al., 2009; Powers et al., 1992) and

40 minutes (Celiberti et al., 1997).

Replicating the work of Celiberti et al. (1997), a partial recording procedure will be used.

The 1 hour after yoga will be broken down into 10 second intervals. If an instance of the

behaviour being tracked occurs within a 10 second interval for a minimum of 2 consecutive

seconds, it will be scored as an occurrence. Only one score for each 10 second interval per


behaviour will be recorded as either occurring (X) or not occurring (-) on the data collection

sheet. One of the researchers will videotape for 1 hour staying at least 10 feet away when

possible at all times. If it is not possible to stay at least 10 feet away, the observer will stay as far

away as is physically possible while continuing to videotape the participant from an appropriate

angle to ensure all SSB is accurately recorded; the observer will move from room to room with

the participant as needed. By staying 10 feet away the observer seeks to minimize reactivity

during video recording.

The baseline and intervention phases will be run at the same time every day to minimize

extraneous variables and increase internal validity. The yoga intervention will take place at 3:00

pm (after school) and the observation period will take place directly after completion of the yoga

intervention. Data will be gathered Monday through Friday and not on weekends in order to

ensure consistency in routine during data collection.

A measure of fidelity of implementation will be collected. Two yoga intervention videos

per intervention phase will be reviewed by two yoga trainers to ensure the procedures are being

implemented correctly. The yoga trainers will rate the mother or father’s implementation of the

yoga intervention as running correctly (+) or running incorrectly (-). The following questions

will be asked: (1) Did they move through the exercises at an appropriate pace?; (2) Did they help

the student only when needed?; (3) Did they deliver instructions in a calm tone?; (4) Did they

follow the proper structure of the routine?; and (5) Did they deliver the correct instructions?

In addition, the participant’s mother or father will complete a social validity

questionnaire at the end of each intervention phase in order to gain a subjective measure of the

parents’ view of the acceptability and importance of the yoga intervention. These measures of

social validity will be comprised of 10 questions using a likert-type scale for each question (i.e.,


1 to 5 where 1 represents strongly disagree with the question/statement and 5 represents strongly

agree with the question/statement). Items scored will be averaged to yield a parent rating of

social validity. In addition, there will be a section at the end of each questionnaire for comments

that the participant’s parents wish to leave for the researchers. These questionnaires will focus

on the importance, acceptability, and viability surrounding the goals, procedures, and outcomes

of the study. Specific questions will be asked regarding any positive or negative side effects that

may have occurred throughout the study. In addition, questions regarding the conduct of the

researchers and/or observers will be included. When developing the questionnaires due attention

will be paid to including reversal questions in order to minimize patterning in responses.

Separate questionnaires will be created for the participant’s siblings and/or peers to complete.

These questionnaires will focus on the same measurements, however, the questions will be

tailored so age-appropriate language is used and questions are relevant to each group’s

interactions and environments with respect to the participant.

Interobserver Agreement

The observers will be trained in how to record data from the videotapes through direct

instruction with one of the researchers. Pilot observations will be used for training. After the

instructional training period is complete the observers will review three previously scored mock

videotapes with one of the researchers to ensure their observation skills are accurate. Criteria for

mastery will be set at 85% accuracy across all three mock observations in order for the observer

to begin experimental data collection.

In order to ensure the findings are reliable, four random 5 minute blocks of data per

observation session will be assessed by a second observer who will view these blocks of time on

the video clip and record their own independent data on physical and visual SSB. Four blocks of


data per day will be assessed as this is 30% of the data recorded. These blocks of data will be

randomly selected by placing each day followed by the number of the time block into an Excel

computer software program; for example, 11.1.11(4) would be the video recorded on November

1st, 2011 and the recordings would be from the 21st to 25th minute of the observation session (the

4th block of time); the program will randomly select the blocks of time that will be assessed for

interobserver agreement (IOA).

The data of both observers will be calculated to determine IOA. This will be completed

by comparing the data collected by the first observer with the data collected by the second

observer using an interval agreement calculation. The total agreed upon intervals containing

SSB behaviours will be divided by the total agreed plus disagreed upon intervals containing

SSB’s and then multiplied by 100 using the formula, A / A + D X 100% (Kennedy, 2005).

In addition, IOA for parent implementation of the yoga intervention will be calculated by

comparing the data collected by the first yoga trainer with the data collected by the second yoga

trainer. Data collection, as described in the Measurement Procedures section, will include

specific questions regarding the implementation of the yoga routine requiring a response of

either implemented correctly or incorrectly. The data from these questions will be used to

determine the total agreed upon questions and the total agreed plus disagreed upon questions, as

either being implemented correctly or incorrectly, and then multiplied by 100, using the formula

A / A + D X 100% (Kennedy, 2005).

Finally, prior to each intervention phase, the observer will be required to review the

operational definition of SSB. This is to minimize observer drift in terms of data collection

across phases.

Research Design


An ABAB withdrawal design will be used to assess the effects of a yoga routine on the

participant’s level of SSB. This replicates the design used by Powers et al., (1992). This design

was chosen for a variety of reasons. First, learning, in terms of the dependent variable, is not

occurring when yoga is applied. Therefore, the dependent variable is reversible and an accurate

measure can be recorded from one phase to the next. Second, the dependent variable is not a

dangerous behaviour so ethical considerations, with respect to the withdrawal of the intervention,

are not a concern for this study. A third reason for selecting this design, and another ethical

advantage of the design, is its inherent characteristic of leaving the participant in the intervention

phase which, for our study, means the participant will be left in the yoga phase hypothesized to

decrease levels of SSB. A fourth reason for selecting this design is the ease with which it allows

individuals to implement the intervention and subsequently withdraw the intervention. Finally,

by implementing two replications, this design provides for clear evidence of experimental

control.

A Phase. During baseline the participant will be video recorded for 1 hour each day.

The video will then be reviewed and data collected on the level of SSB during this time. During

the second baseline phase the yoga intervention will be withdrawn and this same procedure will

occur.

B Phase. During intervention phases the participant will engage in a yoga routine

immediately prior to being video recorded for 1 hour. Again, the video will be reviewed and

data collected on the level of SSB during this time.

Research Procedures

The procedures described below will be conducted with the child participant and their

parents.


Start-Up.

We will recruit a yoga instructor by placing advertisements in local yoga studios. Once

we have some possible candidates we will interview them with a series of questions to determine

if they meet the criteria needed for the research study. Once we have recruited a yoga instructor

for the study we will discuss their role with them and have them sign a waiver of confidentiality.

In order to prepare for the study, the participant’s parents will review and sign an

informed consent form. Once this is completed, a room in the participant’s home will be set up

for the yoga routines, as described in the Settings section. Pictures of the appropriate yoga poses

will be created. Proper yoga attire and a yoga mat will be purchased by the researchers and set

up in the specified room in the participant’s home.

Baseline. Baseline data will be collected for a minimum of 5 days at the same time each

day while the participant engages in their typical daily routines at home in order to minimize

confounding variables. The participant will be video recorded for 1 hour each day for at least 5

consecutive days to obtain a stable or ascending level in SSB across five data points during the

baseline period (Kratochwill et al., 2010). Baseline will involve the observer videotaping the

participant during their typical daily activities from 3:30 to 4:30pm and later scoring the video

tape to collect interval data, as described in the Measurement section. This will establish how

frequently the participant is engaging in SSB prior to the yoga intervention.

Intervention. The yoga routine implemented will be taken from Radhakrishna,

Nagarathna, and Nagendra’s (2010) study entitled ‘Integrated approach to yoga therapy and

autism spectrum disorders’. This routine, shown in Table 1, includes, “warm-up, strengthening,

loosening, and calming asanas, yoga breathing practices, and chanting” (p.121). The session will

last approximately 20 to 25 minutes. During the yoga routine, physical and model prompting


will be used as needed for the participant to complete the routine. In addition, Goldberg (2004)

notes the importance of visual supports depicting yoga poses and routines for children with

autism spectrum disorders. We will use 8 ½ X 11” photos of the instructor in each pose. These

will all be placed horizontally on the ground in front of the participant for him or her to

reference.

After a stable baseline is established, the yoga intervention will be implemented. First,

the participant’s mother or father will be trained in the yoga routine. He or she will be trained to

implement the yoga procedures by a trained yoga instructor. He or she will be trained during 4

separate training days on the yoga intervention as yoga is a difficult skill/concept to master

(Goldberg, 2004). On the first day, the yoga instructor will go over the principles and practices

of yoga, and model the routine that will be conducted with the participant. On the second

training day, the yoga trainer and the participant’s mother or father will role play the procedures

to be applied during the yoga intervention. On the third day, the participant’s mother or father

will implement the procedures with the participant. The yoga trainer will be there to provide

feedback as needed. Finally, on the fourth day, the yoga trainer will fade back and observe from

a distance (i.e., at the edge of room). At the end of the yoga exercise the trainer will give any

last feedback to the participant’s mother or father and determine whether he or she is competent

in running the procedures with the participant. After the 4 training days two yoga trainers will

use the fidelity of implementation questionnaire. Once the parents receive a score of 85%

accuracy or higher, the intervention will begin. The yoga intervention will be implemented for 5

consecutive days. After the yoga exercise, the participant will then be video recorded for 1 hour

while engaging in their usual daily activities. In order to minimize extraneous variables the yoga


intervention will be run at the same time every day and the daily schedule will resume as it did

during baseline.

Return to Baseline. On the sixth day after intervention the yoga routine will be

withdrawn, however, data will not be recorded so as to minimize any carry over effects from the

previous intervention phase. Data collection will resume on the seventh day after intervention

for a minimum of 5 days.

Return to Intervention. Once a stable baseline has been established, the yoga

intervention will again be reinstated immediately prior to the time of observation. Each phase

will have the same number of observations in order for data to be comparable across phases. For

example, if the first baseline was established in 5 data points all subsequent phases will also

show 5 data points.

Follow-up. Prior to the initiation of the follow-up phase, the participant’s mother or

father will be encouraged to include the yoga intervention as part of their child’s daily routine.

Follow-up data will be conducted at 1 month and 3 months post-intervention in the same manner

as the intervention phase described in the Research Procedures section.

Anticipated Results

The anticipated results for baseline, intervention, and follow-up phases are depicted in

Figure 1.

Baseline

It is anticipated that baseline data will show high levels of SSB. Percentage of intervals

in which SSB will occur is expected to range between 70% and 90%. This is based on the

requirement that the participant should engage in high levels of SSB which should interfere with

attention and learning as reported by the participant’s parents from a questionnaire sent out to


each potential participant prior to beginning the study. In addition, this prediction is based on the

fact that SSB is a defining characteristic of autism spectrum disorder (Mays, 2011).

Intervention

It is anticipated that intervention phases will reveal a decrease in percentage of intervals

in which SSB occurs. It is expected that SSB will occur in approximately 0% to 45% of

intervals. This is based on the results shown in the studies conducted by Powers et al., (1992)

and Celiberti et al., (1997) where mean scores of SSB decreased from 64% to 19% and 59% for

physical SSB and 65% for visual SSB to 41% for physical SSB and 57% for visual SSB,

respectively.

Follow-Up

As follow-up data has not been recorded in previous studies examining exercise and SSB

we do not have comparison data to reference in the literature. Therefore, it is anticipated that

levels of SSB should remain at the low levels described in the intervention phase. It is likely

SSB will remain stable because the participant’s parents will be encouraged to continue the yoga

intervention for 3 months as part of follow-up procedures.

Parent Implementation of Fidelity

The anticipated results for parent implementation of fidelity of the yoga intervention will

show 85% to 100% accuracy in their ability to implement the intervention. This is based on the

criteria set in order to implement the yoga intervention.

Social Validity

The anticipated results for social validity will show strong support for acceptability and

importance of the yoga intervention from parents, siblings, and peers. It is expected that positive

outlooks and side effects will be stated in the comments section of the questionnaire.


References

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(DSM-IV-TR). 4th ed. Washington, D.C.: American Psychiatric Association, 2000.

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150.

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Goldberg, L. (2004). Creative relaxationSM: A yoga-based program for regular and exceptional

student education. The International Journal of Yoga Therapy, 14(1), 68-78.

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intervention for autism spectrum and related disorders. The International Journal of Yoga

Therapy, 12, 71-79.

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http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf

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Table 1

Yoga Intervention

Warm- up

Practices

Loosening

Practices

Strengthening

Asanas

Calming

Asanas

Yogic

Breathing

Practices

Chanting

a. Jogging

b. Forward

and

backward

bending

in

standing

posture

a. Neck

exercise

s

b. Waist-

back

bending

exercise

s

c. Waist

forward

bending

a. Trikoasana

(triangle pose)

b. Veerabhadrasan

a (warrior pose)

c. Parvathasana

(mountain pose)

d. Sasankasana

(moon pose)

a. Sukhasana

(cross-

legged

pose)

b. Shavasana

(corpse

pose)

c. Makarasana

(crocodile

posture)

a. preparatory

blowing

exercises

b. Sasha

swasa

(rabbit)

c. Vyaghra

swasa

(tiger)

d. Simha

mudra (lion

pose)

e. Hasta

prasarita

swasa

(hands in

and out

breathing)

a. AAAA

b. UUUU

c. MMM

d. OMM

e. Short

mantras

Note. The entire yoga intervention should be between 20 and 25 minutes for implementation.

Warm-up practices should be between 4 and 5 minutes (2 to 3 minutes per practice), loosening

practices should be approximately 2 minutes (approximately 45 seconds each), strengthening

asanas should last between 5 and 7 minutes (approximately 1.5 to 2 minutes each), calming

asanas should be between 4 and 5 minutes (approximately 1 to 1.5 minutes each), yogic

breathing practices should last between 3 and 4 minutes (approximately 1 to 1.5 minutes each),

and chanting should be approximately 2 minutes (approximately 30 seconds each).


Appendix

Research Timeline

Activity Goals Tasks Who When

Research

Proposal

1) To have

research

proposal

accepted

so we can

begin our

research

project.

1) Complete literature

search

2) Complete draft of

research proposal

3) Submit ethical

review application

4) Complete Literature

Review

5) Determine interview

questions for yoga

trainer recruitment

process

6) Design questionnaire

for potential

participants to

determine if they

meet the pre-

determined criteria or

not

7) Design intervention

data sheets and

instructions on how

to use them correctly

8) Design social validity

questionnaire

9) Design

implementation of

fidelity questionnaire

10) Purchase needed

materials (i.e., video

camera, yoga mat,

etc.).

Julee and

Lindsay

Months of

November

and

December

2011

Recruit

Yoga

Trainer

1) To find a

qualified

yoga

1) Post advertisement

for recruitment in

local yoga studios.

Julee and

Lindsay

January 1st

to 21st, 2012


trainer to

help with

the

training of

the parent

participant

for the

research

study.

2) Interview possible

candidates and

choose a trainer.

3) Discuss role of Yoga

Trainer and their role

in the research

project.

4) Have them signed a

waiver of

confidentiality.

Recruit

Observers

1) Find 2

observers

to video

tape

sessions

and record

data.

1) Send email to all

graduate students

asking for people to

participate as an

observer in a

graduate research

study.

Julee and

Lindsay

January 1st

to 14th, 2012

Train

Observers

1) Train

observers

to 80% or

higher

interobser

ver

agreement.

1) Train observers on

how to video tape

intervention and

daily activity

sessions.

2) Train observers how

to record data from

videotaped sessions.

3) Assess interobserver

agreement.

Julee and

Lindsay

January 14th

to January

28th, 2012

Post on

FEAT-BC

1) Recruit a

family

(parent

and child)

who want

to

participate

and meet

pre-

determine

d criteria

1) Post a call for

research participants

posting on FEAT-BC

asking for possible

participants who

want ____ and meet

a _____criteria.

Julee and

Lindsay

January 1st

to 21st, 2012

Select

Participan

1) Select a

family

1) Review applicants from

FEAT and contact those

Julee and

Lindsay

January 1st

to 28th, 2012


ts (one

parent and

one child

with

autism)

who meet

the pre-

determine

d criteria

and are

willing to

participate

in the

study.

2) Have

parents

sign

informed

consent.

applicants that meet the

qualifications.

2) Give questionnaire to

determine if they meet

the requirements

3) Test the parent

participants abilities to

run the yoga routine

4) Test the child

participant’s abilities to

imitate, gross motor

skills, and to balance.

5) Randomly select a

participating family

from the applicants that

meet the qualifications

Select

Settings

1) Set up room

for

intervention

to take place

in (clear of

distractions)

2) Have after

school

activities

organized

and

consistent.

1) Decide on room in

which Yoga

Intervention Can Take

Place

2) Determine the after

school routine that will

take place after the

Yoga Intervention

3) Put together any

materials that may be

needed for daily

routines

Mom,

Julee and

Lindsay

January 28th

to February

4th, 2012

Train

participan

t to

implemen

t the Yoga

Interventi

on

1) The Yoga

Trainer will

train the

mother or

father

participant on

how to run

the Yoga

Intervention

1) Training Day 1

2) Training Day 2

3) Training Day 3

4) Training Day 4

5) Give Yoga Trainer’s

fidelity of

Yoga

trainer

February 5th

to February

11th, 2012


2) Interobserver

Agreement of

85% or

higher on

fidelity of

implementati

on measure

implementation

questionnaire.

Take

Baseline

Data

1) Wait for

stable trend

2) Minimum 5

days

1) Video record

2) Each day review the

operational

definition of SSB

with the observer.

3) Collect data from

video’s daily

____recor

ds

_____coll

ects data

February

13th to

February

17th, 2012

Run

Interventi

on

1) Minimum 5

days

1) Video record


operational

definition of SSB

with the observer.

Mom runs

interventio

n

Observer

1records

interventio

n

Observer

1 and 2

collects

data

February

20th to 24th,

2012

Social

Validity

1) Receive a

positive

rating on

the social

validity

measure

1) Collect

social

validity data.

Julee and

Lindsay

Return to 1) Wait for 1) Video record Observer February


baseline stable trend

2) Minimum 5

days


operational definition of

SSB with the observer.

1records

Observer

1 and

2collects

data

27th to

March 2nd,

2012

Return to

Interventi

on

1) Minimum 5

days

1) Video record


operational definition of

SSB with the observer.

Mom runs

interventio

n

Observer

1 records

interventio

n

Observer

1 and 2

collects

data

March 5th to

March 9th,

2012

Social

Validity

1) Receive a

positive

rating on the

social

validity

measure

1) Collect social validity

data.

Julee and

Lindsay

Interobser

ver

Agreemen

t

1) Receive 85%

or higher on

interobserver

agreement for

yoga

intervention

and SSB

data.

1) The data from the two

observers will be

compared using the

A/A+D X 100%

equation to determine

the interobserver

agreement for yoga

intervention and for

accurate data collection

of dependent variable.

Julee and

Lindsay

March 12th

to 16th, 2012


Follow-up 1) Minimum

3 separate

days

Mom runs

interventio

n

Observer

1 records

interventio

n

Observer

1 and 2

collects

data

1) April

9th,

2012

2) May

7th,

2012

3) June

11th,

2012

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