Abstract
In order for teachers to present the most effective instruction to their students, research-based interventions and strategies must be in place. The purpose of this study was to understand the effectiveness of yoga in real-world contexts, on the on-task behaviors of students with learning disabilities during a Reading Intervention class. This quantitative study demonstrated a single-subject experimental design with a two-week baseline phase followed by a four-week experimental phase. Data was collected by observations of students’ on-task behavior during small group instruction using round-robin interval recording. The data suggested that yoga correlated with increased on-task behavior of students with learning disabilities in a Title I middle school setting, during Reading Intervention class. Through and through, evidence has suggested a relationship between yoga and on-task behavior and to further investigate the impact of using yoga as a behavior management tool.