Article Review and Analysis.pdf

The final measure of steiner et al 2013 were the yoga

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The final measure of Steiner et al. (2013) were the yoga instructors, who completed the Session Attendance, Engagement and Behavior Checklist throughout interventions. This tracked student absences and excuses, time spent on each step of the curriculum, and group dynamic through the categories of engagement, medium engagement, or need for redirection. Results and Discussion The Steiner et al. (2013) study performed two analyses. First, demographic variables and baseline data were calculated through descriptive statistics, as can be seen in Table 1 and Table 2 of the sample section in this paper. The second analysis utilized t-tests of dependent samples to measure changes in off-task behaviors during sessions and scores on each outcome measure. A
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ARTICLE REVIEW AND ANALYSIS 7 Type I error rate of 0.05 was used for multiple tests due to the fact that this was a pilot study with a small sample size. Overall, the study conducted by Steiner et al. (2013) supported the feasibility of offering yoga-based interventions in a school setting. The Session Attendance, Engagement and Behavior Checklist completed by instructors indicated an average attendance of around 90%, and engagement in 78% of yoga poses. The Satisfaction with Intervention Questionnaires reported 100% satisfaction from teachers, 62% satisfaction from parents, and 100% satisfaction from participants. Of teac hers, 64% requested that the yoga program continued, and of teachers’ negative comments, 63% were related to scheduling. For parents, 72% reported positive changes in their child’s attitude, and 13% also noted an increase in helping or positive behaviors. Participant comments were only 11% negative. Of the remaining vast majority, 42% reported an increase in calm and relaxation, and 24% reported physical improvement, all claiming the yoga was helpful. Steiner et al. (2013) also measured the changes in pre- to post-intervention return rates. For parents, 83% of pre-intervention assessments were returned, compared to 62% for post- intervention assessments. No children were allowed to participate unless the signed Informed Consent Form was returned. 100% of student assessments were returned for both pre- and post- intervention assessment because they were administered during school hours. 98% of teacher pre-intervention assessments were returned, and 100% were returned for post-intervention. Comparing families that turned in only pre-intervention assessments and those that turned in both pre- and post-intervention assessments, there were no statistical differences in demographic characteristics. Tables 3, 4, and 5 below, recreated from the study, reveal the efficacy of teacher,
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ARTICLE REVIEW AND ANALYSIS 8 parent, and student data, respectively.
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