Shanker Sindhu, Pradhan Balaram
Division of Yoga and Humanities, SVYASA Yoga University, No-19, Eknath Bhavan, Gavipuram Circle, KG Nagar, Bengaluru, Karnataka 560019, India.
Division of Yoga and Humanities, SVYASA Yoga University, No-19, Eknath Bhavan, Gavipuram Circle, KG Nagar, Bengaluru, Karnataka 560019, India.
Explore (NY). 2023 Jul-Aug;19(4):594-599. doi: 10.1016/j.explore.2022.12.004. Epub 2022 Dec 25.
Autism spectrum disorder (ASD) is the most common neurodevelopmental disorder and is increasingly reported among school-age children in India. Many children with ASD attend special schools which extend support for learning basic functional and academic skills. Problem behaviors and lack of social responsiveness are frequently associated with children with ASD in a school environment. Many evidence-based studies have explored various interventions in mitigating the lack of social responsiveness and problem behaviors in children. Few studies have examined the impact of yoga on social responsiveness and problem behaviors in special schools.
The objective of the study was to highlight the effect of school-based yoga on the social responsiveness and problem behaviors of children with ASD in special schools. Forty-three children with ASD from four special schools participated in the study.
A randomized controlled trial (RCT) design was employed for the study. Children with ASD (n = 43) from four special schools were assessed by their teachers for social responsiveness and problem behaviors with the Social Responsiveness Scale-2 (SRS-2) and Aberrant Behavior Checklist-2 (ABC-2) at the baseline and after the yoga intervention.
Structured yoga of 45 min for 12 weeks was conducted across four special schools with simple yoga practices conducive to children with ASD.
Significant changes were observed post-intervention in the mean scores of the social communication aspect in social responsiveness (p = .021), irritability (p = .041), and social withdrawal (p = .047) aspects of problem behaviors.
自闭症谱系障碍（ASD）是最常见的神经发育障碍，在印度学龄儿童中的报告越来越多。许多患有自闭症谱系障碍的儿童就读于特殊学校，这些学校为学习基本功能和学术技能提供支持。在学校环境中，问题行为和缺乏社交反应能力常常与自闭症谱系障碍儿童相关。许多基于证据的研究探索了各种干预措施，以减轻儿童缺乏社交反应能力和问题行为的状况。很少有研究考察瑜伽对特殊学校中自闭症谱系障碍儿童社交反应能力和问题行为的影响。
本研究的目的是突出基于学校的瑜伽对特殊学校中自闭症谱系障碍儿童社交反应能力和问题行为的影响。来自四所特殊学校的43名自闭症谱系障碍儿童参与了该研究。
本研究采用随机对照试验（RCT）设计。来自四所特殊学校的自闭症谱系障碍儿童（n = 43）在基线时和瑜伽干预后，由教师使用社交反应量表-2（SRS-2）和异常行为检查表-2（ABC-2）对其社交反应能力和问题行为进行评估。
在四所特殊学校开展了为期12周、每次45分钟的结构化瑜伽课程，采用简单的瑜伽练习，适合自闭症谱系障碍儿童。
干预后，社交反应能力中社交沟通方面的平均得分、问题行为中易激惹方面（p = .041）和社交退缩方面（p = .047）均观察到显著变化（社交反应能力社交沟通方面p = .021）。
