Teaching yoga skills to young children with developmental delays with parents as intervention agents in the home.
Item
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Title
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Teaching yoga skills to young children with developmental delays with parents as intervention agents in the home.
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Identifier
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AAI3330371
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identifier
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3330371
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Creator
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Gruber, Deborah J.
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Contributor
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Adviser: Claire Poulson
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Date
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2008
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Behavioral | Sociology, Individual and Family Studies
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Abstract
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Children with disabilities often lack the skills required to participate in physical fitness activities. The purpose of the present study was to assess the effects of an intervention package to teach children with developmental delays individual exercise skills. These skills were taught with yoga as the method of exercise. The study was conducted in the home environment, with parents teaching the yoga skills. The video-modeling baseline procedure consisted of presenting a videotape showing a certified yoga instructor providing verbal instructions and physical demonstrations of each step in a 24-step response chain that made up two yoga poses. The experimenter trained the parents to use graduated guidance and reinforcement procedures. The graduated guidance intervention was implemented by the parents of the participants. The intervention was introduced in a multiple-baseline-experimental design across three participants. The graduated-guidance procedure was provided to the participant, enabling the participant to execute the correct physical alignment for each step in the response chain. Baseline data indicated that with video-modeling alone (baseline), correct matching of the yoga response chain occurred with no greater that 17% accuracy. Systematically with the introduction of treatment, all participants matched the response chain with 71% accuracy or better. Data also demonstrate that one participant generalized these skills with 96% accuracy and another participant generalized these skills to 88% accuracy with a different video model in which the treatment package was not implemented. Correct implementation of the graduated guidance procedure occurred for all three parents with the introduction of parent training. The present study replicated earlier findings but with parents, rather than teachers, as intervention agents.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
