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.
YOGA AND SELF-STIMULATORY BEHAVIOURS 3
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 4
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 5
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 6
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.
YOGA AND SELF-STIMULATORY BEHAVIOURS 7
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 8
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.,
YOGA AND SELF-STIMULATORY BEHAVIOURS 9
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 10
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 11
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.
YOGA AND SELF-STIMULATORY BEHAVIOURS 12
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 13
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 14
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 15
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.
YOGA AND SELF-STIMULATORY BEHAVIOURS 16
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YOGA AND SELF-STIMULATORY BEHAVIOURS 19
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).
YOGA AND SELF-STIMULATORY BEHAVIOURS 20
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 21
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 22
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 23
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
2) Each day review the
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 24
baseline stable trend
2) Minimum 5
days
2) Each day review the
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
2) Each day review the
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
YOGA AND SELF-STIMULATORY BEHAVIOURS 25
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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