Article Review and Analysis.pdf

Article review and analysis 5 15 minutes steiner et

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ARTICLE REVIEW AND ANALYSIS 5 15 minutes. Steiner et al. (2013) utilized teachers, parents, students, and the yoga instructors as measures. The teachers of the participants completed 3 assessments 1 week both prior to and after interventions were completed. The first was the Behavior Assessment Scale for Children, Second Edition Teacher Rating Scale child (BASC-2 TRS-C), which ranks 139 items, such as hyperactivity, conduct problems, and social skills, from “Never” to “Almost Always” . On this scale, higher scores on all composites, excluding adaptive skills, shows a greater level of impairment. The second assessment was the Swanson, Kotkin, Agler, M-Flynn and Pelham (SKAMP) Rating Scale, in which six attention items and four deportment items are given point values 1 to 4; again, a higher score indicates greater impairment. The third assessment, a Satisfaction with Intervention Questionnaire, was only given post-assessment, and consisted of 4 open-ended questions and 15 items to rank on a 5-point scale. For this, a lower score on the scaled questions indicated a greater satisfaction. For parents, the pre-intervention assessment, the Background Information Questionnaire, was distributed 2 weeks prior to sessions beginning. Reported here was demographic information and previous treatment for the child’s EBD symptoms, if any. Post -intervention assessments were distributed immediately after intervention sessions ended, and included the Behavior Assessment Scale for Children, Second Edition Parent Rating Scale (BASC-2 PRS-C) and the Satisfaction with Intervention Questionnaire. Both are similar to the assessments teachers completed, however, the BASC-2 PRS-C has 160 items to rate on the 4-point scale, and the questionnaire consisted of 3 open-ended questions and only two things to rate on a 5-point scale. The relationships of the scores and level of impairment or satisfaction remained the same
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ARTICLE REVIEW AND ANALYSIS 6 (Steiner et al., 2013). Students completed self-reports in small groups, administered by yoga instructors, during school time 1 week before and 1 week after the intervention process. The State-Trait Anxiety Inventory for Children (STAIC) measures state and trait anxiety in elementary children grades 4 through 6 by scaling 20 items for each type of anxiety; a higher score indicated greater anxiety symptoms. The Kidscreen-27 measures health-related quality of life through ranking items such as physical and psychological well-being, parent relations and autonomy, social support and peers, and school environment. In this report, a lower score indicates more impairment. The third assessment was the BarOn Emotional Quotient Inventory Youth Version (BARON-EQiv:YV), which measures emotional and social competence, emotion management, and problem solving through analysis of 60 items; a lower score indicated greater impairment. The final report was taken only after the intervention process: the Satisfaction with Intervention Questionnaire consisting of 2 open-ended questions and six items to be rated on a 5-point scale, as well as the opportunity for additional comments (Steiner et al., 2013).
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  • Fall '16
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