| This study examined the effects of yoga on elementary students' on-task behavior during math utilizing a single-subject A-B-A withdrawal design. The primary research question was: Does the implementation of yoga before an academic lesson increase elementary students' on-task behavior? Six general education students were observed for three consecutive weeks. The first week was the baseline phase, the second week was the yoga intervention phase, and the third week was the withdrawal phase. Momentary time sampling procedures were used to observe students' on-task behavior pre-, during, and post-intervention. Graphs of students' on-task percentages were created and visually analyzed. Findings indicated that participants' on-task behavior was highest during the intervention phase and second highest during the withdrawal phase. The current study contributes to the limited research on the benefits of yoga for general education elementary students' on-task behavior. |
