Applying the Deployment Focused Treatment Development Model to School-Based Yoga for Elementary School Students: Steps One and Two

Autor/inn/en	Smith, Bradley H.; Connington, Alison; McQuillin, Samuel; Crowder Bierman, Leigh
Titel	Applying the Deployment Focused Treatment Development Model to School-Based Yoga for Elementary School Students: Steps One and Two
Quelle	In: Advances in School Mental Health Promotion, 7 (2014) 3, S.140-155 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2014.920132
Schlagwörter	Elementary School Students; Metacognition; Urban Schools; Barriers; Physical Activities; Intervention; Attendance; Academic Achievement; Evidence Based Practice; Teacher Attitudes; Curriculum; Student Behavior; Grades (Scholastic); Standardized Tests; Scores; Fidelity; Persistence; Semi Structured Interviews; Teacher Surveys; Randomized Controlled Trials; South Carolina + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Anwesenheit; Schulleistung; Lehrerverhalten; Curricula; Lehrplan; Rahmenplan; Student behaviour; Schülerverhalten; Notenspiegel; Standadised tests; Standardisierter Test; Ausdauer
Abstract	There is growing interest in yoga to enhance positive youth development, but many challenges to overcome before introducing yoga to schools. Weisz et al. [Weisz, J. R., Jensen, A. L., McLeod, B. D. (2004). "Development and dissemination of child and adolescent therapies: milestones, methods, and a new deployment-focussed model." In E. D., Hibbs & P. S. Jensen (Ed.), "Psychosocial treatments for child and adolescent disorders: Empirically-based approaches" (2nd ed.). Washington, DC: American Psychological Association] describe the multi-phased deployment focused treatment development model (DFM) as a means of overcoming barriers to implementing evidence-based interventions. Consistent with the first phase of the DFM, which involves manual development with input from stakeholders, we describe teachers' reactions to implementation of school-wide yoga in an urban elementary school. In keeping with the second phase of DFM, we conducted a pilot efficacy study of a yoga curriculum. We got mixed results on academic performance, and no effect on behavior and attendance. This is first study we know of that systematically collected teacher data about yoga and used school grades and standardized test scores as outcome measures. Teacher involvement, retention of students, fidelity and documentation of treatment delivered, and efficacy for grades, attendance, and behavior are paramount considerations for future school-based yoga studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01