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Assessing the use of yogic breathing to improve behavior in elementary school children with ADHD.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Assessing the use of yogic breathing to improve behavior in elementary school children with ADHD./
Author:	Dietrich, Cherrie A.
Description:	1 online resource (196 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9781369168686

Assessing the use of yogic breathing to improve behavior in elementary school children with ADHD.
Dietrich, Cherrie A.

Assessing the use of yogic breathing to improve behavior in elementary school children with ADHD. - 1 online resource (196 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (D.P.H.)--Capella University, 2016.

Includes bibliographical references

As attention deficit hyperactivity (ADHD) increases, addressing the special needs of these children also increases. Many educational school programs, however, are unable to provide the accommodations required for students with ADHD because of limited resources. Limited resources create many barriers in the classroom for the teachers and the students with ADHD. Additional research is essential for understanding the phenomena of challenges and barriers both school staff and students with ADHD encounter when daily routine or structure does not meet the needs of students with ADHD. The goal of this study was to learn the efficacy of current accommodations in a school system. The themes from a qualitative study brought a better understanding of the limitations, strengths, and weaknesses in the classroom of working with students with ADHD. This study explored the use of mindfulness through yogic breathing for students with ADHD for improving academic performance. The qualitative study investigated and assessed the perceived experiences of 7 teachers coaching yogic breathing with their students with ADHD. The study linked to the frameworks of coaching psychology, an educational influence in learning, and in learning of others. The main themes from the perceptions of the adult participants (teachers), after coaching using the yogic breathing technique, supports prior research in the use of mindful tools for achieving success. The outcome of this research may assist other professional educators in developing an understanding of the unique needs of students with ADHD. Furthermore, this study reveals the daily challenges of working with students with ADHD in the classroom environment, and the challenges school and school professionals face in the reality of services and funding. The data revealed the need for better programs and curricula in schools, and in the classroom, not only for the student with ADHD but for the teacher, in assisting the student with ADHD.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369168686Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Assessing the use of yogic breathing to improve behavior in elementary school children with ADHD.
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300 $a 1 online resource (196 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Elsie Larson.
502 $a Thesis (D.P.H.)--Capella University, 2016.
504 $a Includes bibliographical references
520 $a As attention deficit hyperactivity (ADHD) increases, addressing the special needs of these children also increases. Many educational school programs, however, are unable to provide the accommodations required for students with ADHD because of limited resources. Limited resources create many barriers in the classroom for the teachers and the students with ADHD. Additional research is essential for understanding the phenomena of challenges and barriers both school staff and students with ADHD encounter when daily routine or structure does not meet the needs of students with ADHD. The goal of this study was to learn the efficacy of current accommodations in a school system. The themes from a qualitative study brought a better understanding of the limitations, strengths, and weaknesses in the classroom of working with students with ADHD. This study explored the use of mindfulness through yogic breathing for students with ADHD for improving academic performance. The qualitative study investigated and assessed the perceived experiences of 7 teachers coaching yogic breathing with their students with ADHD. The study linked to the frameworks of coaching psychology, an educational influence in learning, and in learning of others. The main themes from the perceptions of the adult participants (teachers), after coaching using the yogic breathing technique, supports prior research in the use of mindful tools for achieving success. The outcome of this research may assist other professional educators in developing an understanding of the unique needs of students with ADHD. Furthermore, this study reveals the daily challenges of working with students with ADHD in the classroom environment, and the challenges school and school professionals face in the reality of services and funding. The data revealed the need for better programs and curricula in schools, and in the classroom, not only for the student with ADHD but for the teacher, in assisting the student with ADHD.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Adult education. $3 555548
650 4 $a Alternative medicine. $3 583495
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Capella University. $b School of Public Service Leadership. $3 1186289
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