Date of Award

Spring 5-15-2024

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Michael Kuchar, PhD

Advisor

Chris Tully

Committee Member

Christopher H. Tienken, EdD

Keywords

yoga, self-regulation, focus, behavior disorders, Response to Intervention, least restrictive environment, special education teachers, self care, resilience, mindfulness to meaning theory

Abstract

Adolescents with behavioral disorders suffer academic and social struggles when compared to general education adolescents in the United States. As behavioral health strategies gain greater priority in schools, interest has increased in the use of yoga practices as one of the key approaches to addressing student well-being. The majority of previous research relating to adult yoga has shown positive benefits; however, research on teacher perceptions of youth yoga is lacking. This study explores special education teachers’ perceptions of school-based yoga programs and their impact, if any, on students with behavioral disabilities with special interest in adolescents’ personal and social experiences in the classroom. Using mindfulness to meaning theory (MMT) as a theoretical perspective and response to intervention (RTI) tiered approach model, this qualitative study interviewed special education teachers to explore their perceptions of the effects of a school-based yoga program as a behavioral intervention of practice in order to assess whether or not yoga helps students improve in the areas of attention, focus, and self-regulation. Several themes emerged from the literature review including yoga benefits, intervention strategies, feedback, barriers, and suggestions.

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